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Page 1: TREVECCA NAZARENE UNIVERSITY 2016-2017 CATALOG · Summer New Student Orientation June 17-18 Student Teachers Orientation July 29 New Student Orientation August 26-27 New Student Registration

TREVECCA NAZARENE UNIVERSITY

2016-2017 CATALOG

WWW.TREVECCA.EDU

GRADUATE CATALOG

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UNIVERSITY ACADEMIC CALENDAR 2016-2017| 1

TABLE OF CONTENTS

University Academic Calendar 2016-2017 8

General Information 11

A Word From the President ............................................................................................................................................. 11

Trevecca Nazarene University .......................................................................................................................................... 11

Mission .................................................................................................................................................................................. 11

Purpose ................................................................................................................................................................................. 12

Vision .................................................................................................................................................................................... 12

History .................................................................................................................................................................................. 13

Who We Are ........................................................................................................................................................................ 13

Location ................................................................................................................................................................................ 13

Agreed Statement of Belief ............................................................................................................................................... 13

Accreditation ........................................................................................................................................................................ 14

Nondiscrimination Policy .................................................................................................................................................. 14

Misrepresentation Policy ................................................................................................................................................... 14

Other Institutional Policies ............................................................................................................................................... 15

Institutional Operational Goals (Values Statement) ..................................................................................................... 15

Institutional Educational Goals ........................................................................................................................................ 15

Campus Buildings ............................................................................................................................................................... 15

Student Consumer Information Sources ........................................................................................................................ 17

The Nature of Graduate Study ......................................................................................................................................... 17

Graduate Programs of Study ............................................................................................................................................ 17

Business: Skinner School of Business and Technology .................................................................................. 17

Counseling: Graduate Counseling ...................................................................................................................... 18

Education: School of Education ......................................................................................................................... 18

Physician Assistant: Graduate Physician Assistant .......................................................................................... 19

Religion: Millard Reed School of Theology and Christian Ministry ............................................................. 19

Leadership: School of Graduate and Continuing Studies .............................................................................. 19

Admissions 20

Admissions Policies and Process ..................................................................................................................................... 20

Policies ..................................................................................................................................................................... 20

Admissions Process ............................................................................................................................................... 20

Transcript Evaluation ........................................................................................................................................... 20

Transfer Credit/Transient Work ........................................................................................................................ 20

Second Master's Degree ....................................................................................................................................... 20

International Students ........................................................................................................................................... 21

Immunization Information .................................................................................................................................. 21

Academic Policies 22

Advising ................................................................................................................................................................................ 22

Attendance ........................................................................................................................................................................... 22

Academic Load .................................................................................................................................................................... 23

Time Limitations ................................................................................................................................................................. 23

Withdrawal ........................................................................................................................................................................... 23

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Graduation Application ..................................................................................................................................................... 23

Incompletes .......................................................................................................................................................................... 23

Change of Grade ................................................................................................................................................................. 23

Academic Grievance Policy for Classes in Process ...................................................................................................... 23

Final Grade Appeal Policy and Procedures.................................................................................................................... 24

Rights and Responsibilities ................................................................................................................................................ 25

Academic Student Rights ..................................................................................................................................... 25

Academic Student Responsibilities ..................................................................................................................... 25

Identity Fraud ......................................................................................................................................................... 25

FERPA .................................................................................................................................................................................. 25

FERPA Act ............................................................................................................................................................. 25

Privacy...................................................................................................................................................................... 25

Intellectual Property Rights Policy................................................................................................................................... 25

Policies for Research Involving Human Subjects ......................................................................................................... 28

Financial Services 29

Payment ................................................................................................................................................................................ 29

Books and Materials ........................................................................................................................................................... 29

Financial Aid Policy ............................................................................................................................................................ 30

Refund Policy for 6-week and 12-week Courses ........................................................................................................... 30

Refund Policy for Graduate Courses Meeting 12 Times/Semester........................................................................... 30

Refund Policy for the Physician Assistant Program ..................................................................................................... 30

Satisfactory Academic Progress (SAP) for Financial Aid ............................................................................................ 30

Removal from Financial Aid ............................................................................................................................................. 31

Benefits for Veterans .......................................................................................................................................................... 31

Professional Performance 32

Academic Honesty .............................................................................................................................................................. 32

Attendance ........................................................................................................................................................................... 32

Class Cancellation .................................................................................................................................................. 32

Inclement Weather Policy .................................................................................................................................... 32

Emergency Alert System ...................................................................................................................................... 32

Cellular Phone Usage ......................................................................................................................................................... 32

Dress Code ........................................................................................................................................................................... 33

Obscene Language and Literature ................................................................................................................................... 33

Alcohol .................................................................................................................................................................................. 33

Tobacco ................................................................................................................................................................................ 33

Drugs ..................................................................................................................................................................................... 33

Firearms, Fireworks, Smoke Bombs, Fire Alarms, and Fire Extinguishers ............................................................. 33

Sexual Harassment .............................................................................................................................................................. 33

Sexual Ethics ........................................................................................................................................................................ 34

University Services 35

Alumni Association ............................................................................................................................................................ 35

Bookstore ............................................................................................................................................................................. 35

Cafeteria/The HUB/The CUBE ..................................................................................................................................... 35

Campus Events ................................................................................................................................................................... 35

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UNIVERSITY ACADEMIC CALENDAR 2016-2017| 3

Campus Security and Emergency Alert Systems ........................................................................................................... 35

Center for Leadership, Calling, and Service ................................................................................................................... 35

Career Services ....................................................................................................................................................... 35

Counseling Services ............................................................................................................................................... 35

Academic Services ................................................................................................................................................. 35

School of Graduate and Continuing Studies .................................................................................................................. 36

Housing................................................................................................................................................................................. 36

IDs ......................................................................................................................................................................................... 36

Library ................................................................................................................................................................................... 36

Parking for On-Campus Programs .................................................................................................................................. 36

Services for Students with Disabilities ............................................................................................................................ 36

Spiritual Formation ............................................................................................................................................................. 37

Information Technology Services .................................................................................................................................... 37

Transcripts ............................................................................................................................................................................ 37

Vehicles ................................................................................................................................................................................. 37

Sources of Information ...................................................................................................................................................... 37

Program Contacts ............................................................................................................................................................... 39

Graduate Business Program 42

The Skinner School of Business and Technology ......................................................................................................... 43

Admission Policies and Procedures.................................................................................................................... 43

Academic Policies .................................................................................................................................................. 44

The Master of Science: Management (MSM) Program ................................................................................... 45

MSM Program Curriculum .................................................................................................................................. 46

The Master of Business Administration (MBA) Program .............................................................................. 46

MBA Program Curriculum .................................................................................................................................. 47

$name ....................................................................................................................................................................... 47

MSIT Program Curriculum .................................................................................................................................. 47

Graduate Certificates ............................................................................................................................................. 47

Certificate Curriculum ........................................................................................................................................... 47

Graduate Business Faculty ................................................................................................................................... 48

Graduate Counseling Program 49

Graduate Studies ................................................................................................................................................................. 49

Mission Statement of the Graduate Counseling Program ........................................................................................... 49

Statement of Purpose of the Graduate Counseling Program ..................................................................................... 49

Master's Programs ............................................................................................................................................................... 49

Graduate Counseling Academic Program ......................................................................................................... 49

Student Learning Outcomes ................................................................................................................................ 49

Admissions (Master's Degrees) ........................................................................................................................... 49

General Academic Requirements (Master's Degrees) ..................................................................................... 50

Clinical Mental Health Counseling Master of Arts .......................................................................................... 53

Curriculum .............................................................................................................................................................. 53

Master of Marriage and Family Counseling/Therapy ..................................................................................... 53

Curriculum .............................................................................................................................................................. 53

Ph.D. Clinical Counseling: Teaching and Supervision ................................................................................................. 53

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Application Process ............................................................................................................................................... 54

General Academic Policies ................................................................................................................................... 54

Ph.D. Curriculum .................................................................................................................................................. 59

Program of Study ................................................................................................................................................... 59

Faculty ................................................................................................................................................................................... 59

Graduate Physician Assistant Program 61

The Physician Assistant Program ..................................................................................................................................... 61

Mission Statement of the Graduate Physician Assistant Program MSM-PA ............................................. 61

Student Learning Outcomes ................................................................................................................................ 61

Statement of Purpose of the Graduate Physician Assistant Program .......................................................... 61

Physician Assistant Program Goals .................................................................................................................... 61

Technical Standards ............................................................................................................................................................ 61

Applicant Requirements .................................................................................................................................................... 62

How to Apply ......................................................................................................................................................... 63

Admission of International Students ............................................................................................................................... 63

Credentials ............................................................................................................................................................................ 63

Grading System ................................................................................................................................................................... 64

Physician Assistant Program Curriculum .......................................................................................................... 64

Program of Study ................................................................................................................................................... 64

Graduate Physician Assistant Program Faculty ............................................................................................................. 65

Graduate Education Program 67

The School of Education................................................................................................................................................... 67

Program Policies for Master's Degrees .............................................................................................................. 68

Financial Services ................................................................................................................................................... 69

Grading System–Master’s Program .................................................................................................................... 71

Graduation Requirements .................................................................................................................................... 71

Program Evaluation and Assessment ................................................................................................................. 71

Master of Arts in Teaching .................................................................................................................................. 71

Master of Arts in Teaching K-5 .......................................................................................................................... 72

Program of Study MAT K-5 ................................................................................................................................ 72

Master of Arts in Teaching 6-12 ......................................................................................................................... 72

Program of Study MAT 6-12 ............................................................................................................................... 73

Master of Education: Curriculum and Instruction K-12 ................................................................................ 73

Program of Study for CAI ................................................................................................................................... 73

Master of Education: Curriculum and Instruction for Chistian School Educators K-12 ........................ 74

Program of Study for CAICSE ........................................................................................................................... 74

Master of Education: Educational Leadership K-12 ....................................................................................... 74

Program of Study for Educational Leadership ................................................................................................. 74

Licensure-only in Educational Leadership ........................................................................................................ 75

Instructional Leadership License - Beginning (ILL-B) ................................................................................... 75

Instructional Leadership License - Professional (ILL-P) ................................................................................ 75

Master of Library and Information Science PreK-12 ..................................................................................... 75

Program of Study for MLIS ................................................................................................................................. 75

Initial Licensure as School Library Media Specialist........................................................................................ 76

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Endorsement Option ............................................................................................................................................ 76

Master of Education: Visual Impairments Special Education ....................................................................... 76

Program of Study for Visual Impairments Special Education ....................................................................... 76

Master of Education: English Second Language PreK-12 ............................................................................. 77

Program of Study for ESL ................................................................................................................................... 77

Endorsement for English Second Language .................................................................................................... 77

Ed.S.: Specialist in Accountability and Instructional Leadership .................................................................. 77

Program of Study - Ed.S. in Specialist in Accountability and Instructional Leadership ........................... 79

Teaching Faculty (Full-time to the University) ................................................................................................. 80

Graduate Religion Program 81

Program Information ......................................................................................................................................................... 81

Mission Statement ................................................................................................................................................. 81

Student Learning Outcomes ................................................................................................................................ 81

Admission Procedures and Policies.................................................................................................................... 81

Admission Status ................................................................................................................................................... 81

Academic Counseling ............................................................................................................................................ 82

Master of Arts: Religion Program .................................................................................................................................... 82

M.A. in Religion Degree Requirements ............................................................................................................. 82

Course Hour Requirements ................................................................................................................................. 82

Thesis/Research Project .................................................................................................................................................... 82

Graduate Religion Faculty ................................................................................................................................................. 83

Graduate Leadership Program 84

Master of Organizational Leadership .............................................................................................................................. 84

MOL Program Information ................................................................................................................................. 84

MOL Academic Program ..................................................................................................................................... 86

MOL Curriculum ................................................................................................................................................... 86

Leadership and Cultural Change Certificate ..................................................................................................... 86

Requirements .......................................................................................................................................................... 86

Ed.D.: Leadership and Professional Practice ................................................................................................................. 86

Ed.D. Program Information ................................................................................................................................ 87

Ed.D. Academic Program .................................................................................................................................... 88

Program of Study – Ed.D.: Leadership and Professional Practice ............................................................... 88

MOL Administration and Faculty .................................................................................................................................... 89

ED.D. Administration and Faculty.................................................................................................................................. 90

Interdisciplinary Programs 92

The Master of Science: Instructional Design & Technology Program ........................................................ 92

Instructional Design & Technology Program Curriculum ............................................................................. 92

Courses 93

ACT - Accounting .............................................................................................................................................................. 93

BIB - Biblical Theology/Biblical Studies ........................................................................................................................ 93

BUS - Business .................................................................................................................................................................... 95

CIT - Computer Information Technology ..................................................................................................................... 96

CSE - Christian School Educator .................................................................................................................................... 96

CSL - Counseling ................................................................................................................................................................ 97

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ECO - Economics ............................................................................................................................................................ 101

EDD - Leadership and Professional Practice .............................................................................................................. 101

EDU - Education .............................................................................................................................................................. 103

ESL - English Second Language .................................................................................................................................... 109

FIN - Finance .................................................................................................................................................................... 110

HLT - Healthcare Administration ................................................................................................................................. 110

IDT - Instructional Design ............................................................................................................................................. 110

ITI - Information Technology ........................................................................................................................................ 111

MFC - Marriage and Family Counseling/Therapy...................................................................................................... 112

MKT - Marketing .............................................................................................................................................................. 113

MLI - Library and Information Science ........................................................................................................................ 113

MOL - Organizational Leadership ................................................................................................................................. 114

PAS - Physician Assistant ................................................................................................................................................ 115

PMI - Project Management ............................................................................................................................................. 117

PRA - Pastoral Arts and Preaching ................................................................................................................................ 117

PSY - Psychology .............................................................................................................................................................. 120

REL - General Religion ................................................................................................................................................... 120

THE - Systematic Theology/Historical Theology ...................................................................................................... 120

TMA - Teaching ................................................................................................................................................................ 122

VIS - Visual Impairments Special Education ............................................................................................................... 124

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Index ................................................................................................................................................................................... 127

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Faculty/Administrator Workshops August 18-25

President's Dinner August 22

Beginning of Fall Semester August 30*

Graduation Application Deadline- December 2016 Graduates September 30

Fall Board of Trustees Meeting November 3-5

Homecoming November 4-5

Thanksgiving Break November 23-25

End of Fall Semester December 15

Graduation Application Deadline- May/August 2017 Graduates December 31

Beginning of Spring Semester January 11

Spring Board of Trustees Meeting March 16-18

Top Nazarene Talent (TNT) at TNU March 30-April 2

End of Spring Semester May 3

Baccalaureate May 5

Commencement May 6

Beginning of Summer Semester May 8*

End of Summer Semester August 15*

*Starting and ending dates for classes in undergraduate and all graduate programs vary within the framework of each semester. Dates for adult studies and graduateprograms are published on the program websites and are available from the School of Graduate and Continuing Studies.

Other Important Dates for Traditional Undergraduate Program 2016-2017

FALL SEMESTER 2016

Summer New Student Orientation June 17-18

Student Teachers Orientation July 29

New Student Orientation August 26-27

New Student Registration August 27

Returning Student Registration August 29

Classes Begin August 30

Last Day to Register and Add Classes September 5

Fall Break October 10-11

Class Advising for Spring Semester October 17-28

University Academic Calendar 2016-2017

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UNIVERSITY ACADEMIC CALENDAR 2016-2017| 9

Last Day to Drop a Class with a "W" October 31

Final Exams-Fall Semester December 13-15

SPRING SEMESTER 2017

New Student Orientation/Registration January 9-10

Returning Student Registration January 10

Classes Begin January 11

Last Day to Register and Add Classes January 17

Spring Break March 6-10

Class Advising for Summer and Fall Semesters March 13-24

Last Day to Drop a Class with a "W" March 23

Easter Break April 14-17

Final Exams-Spring Semester May 1-3

SUMMER SESSION 2017

Online Summer Session I May 15-June 25

Online Summer Session II June 5-July 16

Online Summer Session III June 26-August 6

Summer New Student Orientation June 16-17

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GENERAL INFORMATION| 11

Trevecca Nazarene University offers graduate students a

curriculum that combines academic and field study in dynamic learning environments. We celebrate spiritual growth, intellectual

debate, an atmosphere of rigorous learning, individual growth, and

a dedication to social justice.

Students work closely with a faculty recognized not only for academic scholarship and engaging instruction, but also for

ongoing service conducted in the field. Our graduates enter the

field prepared to become creative leaders who transform society

through education and religious, and management studies and

elevate individuals through psychological, social, and medical

support.

We welcome you to join us in this endeavor. This catalog will further introduce you to our community, our programs, and our

mission. We look forward to supporting you on your journey to

success.

The University Catalog serves as the master catalog for all policies, procedures, and guidelines relative to all academic programs of the

University. This catalog supplement provides additional

information for the graduate programs generally and for each program specifically; however, it is viewed only as an extension of

the University Catalog document. A copy of the University Catalog

is available online at www.trevecca.edu.

Statements in this catalog should be taken as the University’s current courses, programs, and policies. Admission to specific

courses and programs will be dependent upon the qualifications of

students and the availability of instructors. The University reserves

the right to change its courses, programs, tuition and fees subsequent to the publication of this catalog.

Student Responsibility

Graduate students must assume full responsibility for knowledge

of rules and regulations of the Graduate Committee and program requirements for the chosen degree program. Any exceptions to

the policies stated in the Graduate Catalog must be approved by

the Dean of the School responsible for the program or the

University Provost. Individual colleges and departments may have

requirements beyond the minimum established by the Graduate

Committee.

A WORD FROM THE PRESIDENT

Every great story has pivotal chapters where characters make life-altering choices and the plot line takes a turn. For many of our

adults in the School of Graduate and Continuing Studies, their

choice to attend Trevecca Nazarene University was that pivotal choice. They took the next steps in their professional development,

recalibrated their dreams, and sharpened their skills for a life of

profound service. They met new mentors whose fresh voices

empowered them to thrive. They restored their self-confidence

among peers. They excelled. And they discovered a Christian

community whose faith was contagious and whose care for people genuine.

One of my deepest joys is to see adults start here and go wherever

their dreams take them. Thanks for trusting us in this pivotal chapter of your life-story.

With profound hopes for you,

Dan Boone, President

TREVECCA NAZARENE UNIVERSITY

Trevecca Nazarene University is a comprehensive institution of higher education located in Nashville, Tennessee. The University

offers eighty-four baccalaureate and fifteen associate degree majors

through ten academic departments and six schools. Master's

degrees are awarded in religion, education, management, business administration, physician assistant, library and information science,

organizational leadership, instructional design and technology, and

counseling. An education specialist degree is also awarded as well

as doctorates in leadership and clinical counseling. While Trevecca

reaffirms its primary goal of educating recent high school

graduates, it has also recognized and assumed responsibility for providing innovative undergraduate and graduate programs for

adults.

Trevecca's distinctiveness is that of being a holiness institution of higher education which presents a Christian interpretation of truth.

While the nature of the University has changed some over the

years, its mission to provide quality Christian-centered education,

with an emphasis on the integration of faith and learning, has been

maintained. The name “university” is especially appropriate for any institution that clearly focuses on this mission.

There are several elements that are key to Trevecca's character:

First, teaching is the University's primary responsibility. While

some faculty are increasingly engaged in research, writing, and service projects, their greatest task is to teach.

Second, the focus is on a strong liberal arts preparation and a viable general education curriculum. Today, most graduate schools

and employers are calling for a more general and liberally educated

graduate. Trevecca is well-suited for such requests because it has

historically included the liberal arts as part of its mission.

Third, the main concern is in helping the individual student. Trevecca is a Christian community.

Fourth, spiritual life development remains at the core of its focus. Chapel attendance, required religion courses, revivals, and the

spiritual commitment of the faculty and student body are a vital

part of University life.

We welcome and encourage you to be a part of Trevecca Nazarene

University.

MISSION

Trevecca Nazarene University is a Christian community providing education for leadership and service.

General Information

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PURPOSE

Trevecca Nazarene University, founded in 1901 by J.O.

McClurkan, is a private, accredited, comprehensive institution of higher learning that exists to meet the higher educational needs of

the Church of the Nazarene by providing educational services to

qualified individuals who desire a university education in a

Christian environment and from a Christian understanding. Its

academic programs are based on Christian values that promote

scholarship, critical thinking, and meaningful worship for students in preparation for lives of leadership and service to the church, the

community, and the world at large.

As the official university for the Church of the Nazarene in the southeastern United States, Trevecca is guided by the Articles of

Faith and the Covenant of Christian Conduct of the denomination.

It emphasizes the authority of the Bible, time-honored tradition,

reasoned thought, and authentic experience of Christian holiness as

interpreted by the Wesleyan doctrine and worldview. The university welcomes students of any religious affiliation who

subscribe to its ideals and standards.

Trevecca intends that its graduates be socially conscious, globally aware, and actively engaged individuals who are developing

holistically in the cognitive, emotional, physical, social, and spiritual

areas of being. The desire is that each student will develop a

personal relationship with Jesus Christ. They are to be persons of

strong Christian character able to make ethical decisions based on biblical principles and reflective thought. Their characteristics

should include competence, responsibility, compassion, and the

ability to integrate Christian faith and learning in practice.

The university provides a variety of face-to-face and distance education nontraditional and continuing education professional

programs at the undergraduate, master’s, post-master’s, and

doctoral levels. Traditional undergraduate curricular programs

focus on the liberal arts and sciences as reflected in the core curriculum and emphasize a number of professional content areas.

While the primary focus of Trevecca faculty is to teach, faculty

members are encouraged as reflective practitioners to conduct

action research that contributes to the practical wisdom of applied

knowledge and enhances the learning experience. All programs

strive to prepare students for positions of leadership and service in their chosen careers by clarifying their life calling, developing their

intellectual abilities, and engaging them in research, service

learning, internships, and/or other opportunities that will allow

them to demonstrate practical application of their knowledge and

skills.

To achieve its purpose, Trevecca employs faculty, administrators, and staff who model the ideals of the university and, as mentors,

seek to foster a supportive and challenging environment in which every student can realize his or her full potential in Christ.

Therefore, Trevecca seeks to employ Christians who are

competent, professionally qualified, and fully committed to the

university’s mission and purpose.

VISION

In founding Trevecca in 1901, J. O. McClurkan exhibited an entrepreneurial spirit aimed at meeting the deepest needs of the

people of Nashville. His death was front page news. He was

known for his selfless service. The genius of his work was the

marriage of a holy passion to serve and practical expertise. His

legacy is a school founded to shape Godly servants, true saints.

As this journey begins, we must keep our eyes on why we exist: to be a Christian community providing high quality education for

leadership and service. We live in a world of human need, a world that needs us to stay focused on accomplishing our mission.

Centuries of education, technology, and religion have not alleviated

human need. At times, they have only deepened the pain of our

world. As a result, pessimism has become the ruling attitude of our

day. The lack of genuinely transforming power has left us with

sound bytes, veneer promises, and evaporating idols. The reason we exist is to make a difference in the world through people who

participate in the Trevecca experience.

Two things are needed to make the difference–

People who have a God-given, holy passion to serve

and

People whose practical expertise is transforming.

The marriage of holy passion and practical expertise is a rare commodity. We believe that holy passion is the result of a

transforming encounter with God. Such holiness cannot be

educated into people, but is the gift of God available to all who encounter the transforming power of the Holy Spirit. Without this,

service to our fellow human tends to tire or turn selfish.

At the same time, a holy passion to serve without practical expertise may harm the very person we intend to help. God has

given us the capacity for great service through honing our skills to

the highest level of expertise.

We are now writing the next chapter in this grand story. Ten years from now,

• Trevecca will be a household word in the city of Nashville, known for the Christ-like character and practical expertise of

its graduates.

• The Church of the Nazarene in the southeast will be invigorated by graduates who lead our churches into the

trenches of human need.

• Students will come to Trevecca because they hear stories of

life-transformation. They will stay and graduate from Trevecca because they want their life to matter here and now for God.

• People will want to work at Trevecca because the culture is

infected with spiritual depth, excellent service, highest level of

trust, and intellectual rigor. People who just want a paycheck

will not bother to apply.

• Teachers will be as committed to their students as they are to their field of study and will define success as Christians

prepared to serve with excellence.

• Generous donors will see the difference Trevecca is making in the world and will fund the cause with unprecedented gifts.

• Murfreesboro Road will be changed visibly, socially, and morally.

Should we fail, the Church of the Nazarene will flounder in its mission; the city of Nashville will be less just, less peaceful, less

neighborly; and a generation of students will be deprived of the

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GENERAL INFORMATION| 13

most transforming experience of their life. Those who have gone

before us insist that we not let McClurkan’s dream die. And we will

not.

HISTORY

Trevecca Nazarene University was founded in Nashville in 1901 by Rev. J. O. McClurkan as the Literary and Bible Training School for

Christian Workers. In 1910 the curriculum was enlarged and the

name changed to Trevecca College, a name taken from an

institution started in Wales in 1768 during the Wesleyan Revival.

In 1914 the College was moved from downtown Nashville to a site

on Gallatin Road in East Nashville and in 1935 was established at its present location on Murfreesboro Road in Southeast Nashville.

Trevecca became an official college of the Church of the Nazarene

in 1917 and graduated its first four-year class approved by the State

of Tennessee in 1942. It was first accredited by the Commission on

Colleges of the Southern Association of Colleges and Schools in

1969. The first master's degree was added in 1984. In 1995 the name of the institution was changed to Trevecca Nazarene

University. In December 1998 Trevecca was approved as a level V

institution by the Commission on Colleges of the Southern

Association of Colleges and Schools to add the first doctoral

degree, the EdD with a major in Leadership and Professional

Practice.

The University is governed by a board of trustees elected by the

various districts of the Church of the Nazarene that constitute the Southeast Educational Region.

From the very beginning Trevecca has sought to provide Christian

education for both ministers and laymen. Today its educational

program is reflected in more than one hundred certificate,

associate, baccalaureate and graduate majors. Its service-oriented

philosophy has resulted in worldwide alumni representation.

The motto of Trevecca is esse quam videri—"to be rather than to seem." Its colors are purple and white, and its athletic team name is

"the Trojans." The Trevecca Alma Mater is the following:

On a hill stands old Trevecca, lined against the sky.

Hallowed halls of faith and learning, As the years go by.

We will honor and we'll love her; We will stand for right.

Always carry high her banner, Hail to the purple and the white.

Chorus:

Fellow students, may we honor her; and be ever true.

Sons and daughters she'll be proud of—Dear old T.N.U.

The first president of Trevecca was the Rev. J. O. McClurkan (1901-1914). He was followed by Dr. C. E. Hardy (1915-1919,

1920-1925, 1928-1937), Dr. S. S. White (1919-1920), Mr. John T.

Benson (1925-1926), Dr. A. O. Hendricks (1926-1928), Dr. A. B. Mackey (1937-1963), Dr. William M. Greathouse (1963-1968), Dr.

Mark Moore (1968-1979), Dr. Homer J. Adams (1979-1991), and

Dr. Millard Reed (1991-2005). Dr. Dan L. Boone was elected

Trevecca’s eleventh president in 2005.

For the 75th Anniversary celebration of Trevecca in 1976, a history of the institution, authored by Dr. Mildred Bangs Wynkoop, was

published under the title The Trevecca Story. In 2001 A Vine of

God's Own Planting by Dr. John Chilton, emeritus professor of

history, was published as part of the Trevecca Centennial Series.

This work focuses primarily on the events that shaped Trevecca

from the years 1976 to 2001. A later work, Pathways to Success by Dr.

Melvin Welch, was published in 2016 and details the history of the School of Education from 1957 to 2003.

WHO WE ARE

Trevecca Nazarene University is a comprehensive institution of higher education located in Nashville, Tennessee. The University

offers associate, baccalaureate, master’s, and education specialist degrees. In addition, the School of Education and the Graduate

Counseling Program each offer a doctoral degree.

Trevecca’s distinctiveness is that of being a holiness institution of higher education that presents a Christian interpretation of truth.

While the nature of the University has changed some over the

years, its mission to provide quality Christian-centered education,

with an emphasis on the integration of faith and learning, has been

maintained. The name “university” is especially appropriate for any institution that clearly focuses on this mission.

There are several elements that are key to Trevecca’s character:

First, teaching is the University’s primary responsibility. While

some faculty are increasingly engaged in research, writing, and service projects, their greatest task is to teach.

Second, the main concern is in helping the individual student. Trevecca is a Christian community.

Third, spiritual life development remains at the core of its focus. The spiritual commitment of the faculty and student body is a vital

part of University life.

We welcome you and encourage you to be a part of Trevecca Nazarene University.

LOCATION

The University is located in southeast Nashville on Murfreesboro

Road. It is easily accessible from all points in the city including three major interstate highways and is about five miles from the

airport. Nashville is the home of country music, health care

conglomerate headquarters, internationally known publishers, the

state Capitol and state government offices, and nationally famous

entertainment and historic sites. Trevecca is one of fifteen colleges

and universities in Nashville.

AGREED STATEMENT OF BELIEF

The Church of the Nazarene believes:

1. In one God-the Father, Son, and Holy Spirit.

2. That the Old and New Testament scriptures, given by plenaryinspiration, contain all truth necessary to faith and Christian

living.

3. That man is born with a fallen nature and is, therefore, inclinedto evil, and that continually.

4. That the finally impenitent are hopelessly and eternally lost.

5. That the atonement through Christ is for the whole humanrace; and that whosoever repents and believes on the Lord

Jesus Christ is justified and regenerated and saved from the

dominion of sin.

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14| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

6. That believers are to be sanctified wholly, subsequent to regeneration, through faith in the Lord Jesus Christ.

7. That the Holy Spirit bears witness to the new birth and also to the entire sanctification of believers.

8. That our Lord will return, the dead will be raised, and the final judgment will take place.

ACCREDITATION

Trevecca Nazarene University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to

award certificates and associate, baccalaureate, master’s, specialist,

and doctoral degrees. Contact the Commission on Colleges at 1866

Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500

for questions about the accreditation of Trevecca Nazarene

University.

Normal inquiries about Trevecca Nazarene University, such as admission requirements, financial aid, and educational programs

should be addressed directly to the University and not to the

Office of the Commission on Colleges. Interested constituents

should contact the Southern Association of Colleges and Schools

Commission on Colleges only if there is significant evidence that

appears to support non-compliance with a standard or requirement.

The School of Education at Trevecca Nazarene University is accredited by the National Council for Accreditation of Teacher

Education (NCATE), www.ncate.org. This accreditation covers

initial teacher preparation programs and advanced educator

preparation programs at the main campus site. However, the

accreditation does not include individual education courses that the

institution offers to P-12 educators for professional development, relicensure, or other purposes. The program was initially accredited

by NCATE in 2009 and was last reaffirmed by NCATE in 2016.

The teaching majors offered in collaboration with other University

departments are approved by the Tennessee State Board of

Education and are part of the NCATE unit accreditation.

Trevecca is a member of the Belmont University Partners in Nursing Consortium. Belmont’s Nursing Program is approved by

the Tennessee Board of Nursing and is accredited by the Commission on Collegiate Nursing Education (CCNE).

All of the School of Music and Worship degrees and programs are accredited by the National Association of Schools and Music

(NASM). The university was initially accredited by NASM in 1976

and was last reaffirmed in 2013.

The baccalaureate Social Work Program was granted initial accreditation by the Council on Social Work Education (CWSE) in

2014 and is scheduled for its first reaffirmation in 2018.

The Graduate Physician Assistant Program is accredited by the Accreditation Review Commission for Physician Assistants (ARC-

PA). The program was initially accredited by ARC-PA in 1978 and

was last reaffirmed in 2013 and is scheduled for the next reaffirmation in 2023.

The master’s and doctoral level Graduate Counseling Programs were first accredited by the Council for Accreditation of

Counseling and Educational Programs (CACREP) in July 2015 and

are scheduled for a review in July 2017.

Accreditation documents are on file in the Office of Academic Affairs and may be reviewed upon request.

Trevecca is a member of the:

• American Association of Colleges of Teacher Education

• Council of Independent Colleges

• National Association of Independent Colleges and Universities

• Council for the Advancement of Experiential Learning

• Council for Christian Colleges and Universities

• Tennessee College Association

• Tennessee Independent College and University Association

• Mid-South Educational Research Association.

NONDISCRIMINATION POLICY

Trevecca Nazarene University complies with all statutory and regulatory nondiscrimination requirements applicable to the

institution in the administration of its educational policies, programs, scholarships, loan programs, athletics, and other school-

administered programs.

Trevecca will comply with Title VII of the Civil Rights Act and with the terms of the President's Executive Orders 11246 and

11375 on Equal Employment Opportunity, the Age

Discrimination in Employment Act of 1967, Section 503 of the

Rehabilitation Act of 1973, as amended, and Section 402 of the

Vietnam Veterans Readjustment Act of 1974, as amended. Accordingly, there shall be no discrimination against any employee

or applicant because of race, color, sex, national origin, age,

disability or veteran status.

To resolve any matter prohibited by Section 504, Title IX, and ADA, a student is to follow the existing grievance procedure that is

included in either the student's academic catalog or the Student

Handbook, depending on the nature of the concern.

The University reserves the right to refuse admission/readmission to any student or applicant based upon a determination that

admission/readmission of the applicant would not be consistent with the goals and standards of the University.

MISREPRESENTATION POLICY

Trevecca Nazarene University strives to be an institution of high integrity and is committed to providing the most accurate

information through all mediums to anyone associated with the University. Trevecca Nazarene University will make every effort to

not engage in misrepresentation of any form as defined by the U.S.

Department Regulatory Citation: 34 CFR § 668.71 (c) which

defines misrepresentation as any false, erroneous or misleading

statement an eligible institution, one of its representatives, or any

ineligible institution, organization, or person with whom the eligible institution has an agreement to provide educational

programs, or to provide marketing, advertising, recruiting or

admissions services makes directly or indirectly to a student,

prospective student or any member of the public, or to an

accrediting agency, to a State agency, or to the Secretary. A

misleading statement includes any statement that has the likelihood or tendency to deceive. A statement is any communication made in

writing, visually, orally, or through other means. Misrepresentation

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GENERAL INFORMATION| 15

includes the dissemination of a student endorsement or testimonial

that a student gives either under duress or because the institution

required the student to make such an endorsement or testimonial

to participate in a program.

OTHER INSTITUTIONAL POLICIES

For other consumer information disclosures and institutional policies, please see the University's website

(http://www.trevecca.edu/about/consumer-information-

disclosures).

INSTITUTIONAL OPERATIONAL GOALS

(VALUES STATEMENT)

At Trevecca Nazarene University we are committed to:

1. Being a Christian university that serves its primary stakeholder, the southeastern region of the Church of the Nazarene,

through delivering higher education rooted in the Wesleyan-

holiness tradition.

2. Serving the Middle Tennessee community and beyond by providing relevant academic programs in a thoroughly

Christian atmosphere.

3. Preparing servant-leaders through the holistic development of students.

4. Mentoring students and developing life-long relationships with them.

5. Offering an attractive campus and classroom environments for

students and employees that are healthy, safe, and conducive to

good teaching and learning.

6. Growing enrollment while developing new programs in alignment with the mission.

7. Providing high quality support services at all program locations, implementing best practices in program delivery, and

maintaining all university resources in a responsible manner.

INSTITUTIONAL EDUCATIONAL GOALS

Trevecca Nazarene University seeks to develop a graduate who:

1. Has a character capable of leadership and service shaped by the habits and practices of the Christian tradition.

2. Has developed the capacity for disciplined reflection on the

faith through the ministry of the Church and exposure to the

parameters of the Christian faith, especially as it is engendered

in the Wesleyan-holiness tradition.

3. Understands the literary, artistic, mathematical, and scientific contributions along with the persons, events, and ideas, which

have given shape to civilization.

4. Has developed an appreciation for the diversity of insight and

perspective evident in the global community.

5. Can write, speak, and use appropriate technologies in order to

learn and communicate at a level consistent with an academic community.

6. Has the critical thinking skills and commitment to learning which will foster a lifetime of intellectual growth.

7. Sees life in its cognitive and affective; personal and relational; intellectual and spiritual; emotional, physiological, and physical

dimensions in a way that engenders wholeness.

8. Has developed essential skills through practicums, internships, and other educational experiences in the larger community,

which will enable him/her to become a productive influence in society.

9. Demonstrates competence in at least one academic discipline commensurate with the professional and degree standards.

The student learning outcomes listed in each academic area are derived from or are in harmony with these institutional goals.

CAMPUS BUILDINGS

SMITH HOUSE (1939), originally on the site where the Mackey Building now stands, was formerly the president's home. The

house was moved behind McKay Hall in 1960 and named after Donnie Joel Smith, a student killed by lightning the day before his

graduation from Trevecca in 1959. Smith House now serves as a

counseling center housing the Center for Pastoral Health and has

been relocated next to the Guest House behind Georgia Hall.

McCLURKAN HALL (1943) was named after the founder of Trevecca, Rev. J. O. McClurkan. Completely renovated in 1981 and

again in 2012, the building houses the Eva Green Benson

Auditorium, classrooms, and faculty offices for the Millard Reed School of Theology and Christian Ministry.

ADAMS BUILDING (1944) is on the site of one of the three buildings purchased in 1937. The original structure was destroyed

by fire in 1943, and the building was rebuilt one year later.

Renovated in 2010-2011, the Adams Building now houses the

offices of the University Provost, Associate Vice President

for Academic Services, the Graduate Counseling Program,

Technology Services, the Center for Teaching and Learning, and a conference room. The building is named in honor of Dr. Homer J.

Adams for 30 years of service to the University, twelve (1979-91)

as president.

TIDWELL FACULTY CENTER (1947). Tidwell Hall was built for use as a men's residence hall. The building was named in honor

of the first student to enroll at Trevecca in 1901-Rev. W. M.

Tidwell, a long-time pastor of Chattanooga First Church of the

Nazarene. In 1974 Tidwell Hall was remodeled into a faculty center which now houses faculty offices, faculty conference rooms and

lounges, and security offices.

WAKEFIELD FINE ARTS BUILDING (1954) in 1975 was named after Mr. A. C. Wakefield, a long-time song evangelist, for

his contribution to church music. It houses classrooms, the

Wakefield Auditorium, band and choral practice rooms, private

practice rooms, Trevecca Studios (recording facility) and music

faculty offices.

BUD ROBINSON HALL (1954), which currently houses the

Center for Leadership, Calling, and Service, was named after “Uncle Buddy” Robinson who was a pioneer evangelist in the

Church of the Nazarene. Originally the building was a cafeteria; a

second floor was added in 1965 to house women residents. In

1984 the cafeteria became the snack shop and recreation center.

Between 1992 and 1995 it was remodeled to house School of

Education and School of Business Management offices, computer

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16| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

labs, and classrooms. In 2001 the Records Office was added after

the School of Education was moved to the Mackey Building. In

2007 the School of Business and Management was moved to the

Boone Business Building. In 2009 the building was renovated for the Center for Leadership, Calling, and Service and today includes

academic services, career services, personal counseling, a

classroom, a computer lab, and the Abba Java coffee shop, which

was added in 2011.

MACKEY BUILDING (1961) was named after Dr. and Mrs. A. B. Mackey in recognition of their long years of dedicated service to

the University. The former library was renovated in 2001 to house

the School of Education offices and classrooms.

JOHNSON HALL (1963) was named after Sadie Agnew Johnson

and serves as a residence hall for 100 women. In 2008 the Office

of Academic Records was moved to the ground floor of the

building.

GEORGIA HALL (1966) was built as a residence hall for 120 women and includes the student clinic. Georgia Hall was named

for the Georgia District in recognition of its Education Budget

being paid in full during 1966. It was renovated extensively in

2015.

WISE HALL (1966), for many years used as a student residence hall, now houses apartments. The building was named in honor of

Rev. H. H. Wise, a long-time pastor of Nashville First Church and a strong, loyal supporter of Trevecca.

TENNESSEE HALL (1966) was named in recognition of the Tennessee District for its Educational Budget being paid in full in

1966. It serves as a residence hall for 100 women.

GREATHOUSE SCIENCE BUILDING (1969), named in honor of Dr. William Greathouse, Trevecca president, 1963-68, houses

the Department of Science and Mathematics and the Graduate

Physician Assistant Program and includes laboratories, classrooms

and faculty offices. The large auditorium was renovated in 2010,

the first and fourth floor labs were completely renovated in 2011 and 2012, and an elevator was added in 2011. The Cadaver Lab,

located behind the building and used by the Graduate Physician

Assistant Program, was completely renovated in 2013. The third

floor classrooms for the Graduate Physician Assistant Program

were renovated in 2014.

MOORE PHYSICAL EDUCATION CENTER (1969), named in honor of Dr. Mark R. Moore, Trevecca president, 1968-1978,

includes a gymnasium, handball courts, classrooms, locker rooms, athletic offices, and the Wellness Center. In 2014, the Wellness

Center was expanded and the Exercise Science Program was

moved into a suite of classrooms and lab space where the former

batting cage had been located since the origins of the building.

REDFORD AND SHINGLER APARTMENTS (1971) were originally built to house married students. They were named after

Rev. and Mrs. M. E. Redford, who gave longtime service on the

Trevecca faculty, and Mr. T. J. Shingler, who was the founder of Southeastern Nazarene College in 1912. The college eventually

merged with Trevecca in 1919. Since 2000-01 the apartment

complex has been used as junior and senior residence halls. All 50

kitchens were renovated across 2012 and 2013, and the 50

restrooms were renovated in 2014 and 2015.

BUSH APARTMENTS (1973) were named after Miss Carrie B. Bush, a loyal friend and benefactress of the University, and are

used as a residence hall for junior and senior female students.

BENSON HALL (1974) was named for John T. Benson, Sr. in recognition of his loyal support of Trevecca. Benson Hall serves as

a residence hall for 266 men. Restrooms were completely gutted in 2011 and upgraded.

ARTS ANNEX (1982) In 2011 the Maintenance Building was renovated. The upper floor houses a classroom, radio station

equipment and a working studio, offices, and an art studio. The

rest of the building is used for drama costume storage, drama set

production, and electric guitar and drum class/practice space.

MARKS GUEST HOUSE (1982) includes one room for guests and houses the campus Salvation Army offices.

JERNIGAN STUDENT CENTER (1984), built on the site of McKay Hall, includes dining facilities, a snack shop (the “Hub”),

meeting area, bookstore, copy center and post office, student

activities offices, the Office of Student Development, and a conference room. It is named for Dr. and Mrs. Don Jernigan,

benefactors of the University. The main dining room was

renovated in 2010. The Hub was renovated in 2013.

TARTER STUDENT ACTIVITY BUILDING (1989), built on to the northeast corner of the Physical Education Center, is named in

honor of Rev. R. E. Tarter, founder of the Trevecca Million Dollar

Club, which funded the construction of the building. Drama

productions, variety shows, concerts, and seminars are a few of the activities held in the building. The main auditorium was renovated

in 2013.

MARTIN BUILDING (1990) houses the offices of the Executive Vice President for Finance and Administration, Human Resources,

and Financial Services. The Office of Admissions was housed here

until 2009. Funds for this structure were provided by gift income.

The building was named for Paul Z. and Ethel Martin, benefactors

of the University.

UNIVERSITY TERRACE APARTMENTS (1996) The three-

building apartment complex was purchased and renovated for married student, faculty, and staff housing. Buildings A and C were

renovated in 2015 and 2016 for traditional undergraduate housing

for males.

WAGGONER LIBRARY (2000) was named after Don and Zelma Waggoner who provided funding for the building. It houses the

library collections and offices, study rooms, media labs, and Quick

Lecture Hall. In 2009 the ground level Academic Support Center

was renovated to house the Office of Admissions. A second NINETEEN|01 Coffee Shop was added in 2015 on the main

floor. Quick Lecture Hall enjoyed a complete audio visual HD

upgrade in 2015.

BOONE BUSINESS BUILDING (2007), formerly used as an endowment property, was renovated in 2007. It houses a 920-seat

convocation center, a snack shop, classrooms, and the offices of

the Skinner School of Business and Technology and the School of

Graduate and Continuing Studies. It is named after Trevecca president Dan L. Boone at the request of the family who gave the

lead gift for the building renovation.

HARDY ALUMNI CENTER (2011) houses the Alumni

Hospitality Center, meeting rooms and the offices of Alumni

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GENERAL INFORMATION| 17

Relations, the University President, External Relations, and

Marketing.

MAINTENANCE BUILDING (2014), relocated to 58 Nance Lane in the summer of 2014, houses offices and equipment for

maintenance, grounds, and janitorial services.

STUDENT CONSUMER INFORMATION

SOURCES

Information Office

Academic Programs and Policies

Academic Affairs

Financial Assistance Financial Aid

Graduation and Transfer Out Rates

Institutional Research

Campus Security and Crime Warnings

Campus Safety and Security

Drug and Alcohol Abuse Prevention

Student Development

Protection of Educational Records (FERPA)

Academic Records

Drug Free Campus Financial Services

Equity in Athletics Disclosure

Act

Student Development

GED Availability Admissions

Services for Students with Disabilities

Center for Leadership, Calling, and Service

THE NATURE OF GRADUATE STUDY

Graduate study presupposes a broad background of knowledge and preparation at the undergraduate level for the desired graduate

program. It is recognized that graduate studies differ both

quantitatively and qualitatively from undergraduate studies.

All graduate work should exhibit no less than three of these

characteristics. Superior graduate work should exhibit all of these characteristics:

1. Demonstrates freedom from spelling and grammatical errors

2. Reflects a serious engagement with secondary literature

3. Reflects a serious engagement with primary literature

4. Makes a sustained argument.

It is expected that graduate work be substantially more advanced than undergraduate work in at least the following ways:

1. Level of complexity

2. Depth of specialization

3. Quality of analysis

4. Capacity to synthesize material

5. Intellectual creativity

6. Breadth and depth of explanation

7. Pursuit of significant questions and issues

8. Reconsideration of the history of the discipline.

Generally, only students with a strong undergraduate record should

pursue graduate study.

GRADUATE PROGRAMS OF STUDY

Trevecca’s graduate programs offer all the advantages that come with an established institution with a long history of academic

quality and a focus on customer service. Many of our graduate

students in business, education, counseling, and leadership are able to balance work and family schedules by taking courses in

evenings, on weekends, or in online learning environments. Other

programs such as the physician assistant program are more highly

structured and require a full time commitment on the part of the

student. Trevecca also provides personalized student support to

meet the demanding needs of adult learners.

Business: Skinner School of Business and Technology

The Skinner School of Business and Technology is housed in the

Boone Business Building.

Master of Science: Management: The M.S. in Management is an

18-month cohort-based program innovatively designed for educating working professionals as well as recent graduates seeking

to further develop their business and management skills in a global

and dynamic environment. The program is designed with flexibility

to accommodate business degree holders as well as those who have

a non-business degree. Key themes of the program include

leadership, team-building, communication, marketing management, business ethics, and globalization. Another unique feature of this

program is that students tailor their degree to their interest by

selecting from one of the tracks or minors available in the

program.

Master of Business Administration: The M.B.A. is a 24-month cohort-based program innovatively designed for educating working

professionals as well as recent graduates seeking to further develop

their business, strategic management, and quantitative skills in a global and dynamic environment. The program is designed with

flexibility to accommodate business degree holders as well as those

who have a non-business degree. Key themes of the program

include leadership, team-building, operations, quantitative skills,

communication, strategy, business ethics, and globalization.

Another unique feature of this program is that students tailor their degree to their interest by selecting from one of the tracks or

minors available in the program.

Master of Science: Information Technology: The M.S. in Information technology (IT) is an 18-month cohort-based program

designed for both professionals and recent graduates who wish to

further develop their information technology skills in the design,

development, and implementation of robust information

technology solutions in a dynamic business environment. The program is designed with flexibility to accommodate those who do

not have a computing degree. Key themes of the program include

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18| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

enterprise systems, security and forensics, enterprise databases,

storage and virtualization, and advanced Web development.

For additional information, schedule of classes, and application for graduate admissions, write or call: School of Graduate and

Continuing Studies, Trevecca Nazarene University, 333

Murfreesboro Road, Nashville, Tennessee 37210-2877; (615) 248-1529 or (844) TNU-GRAD. E-mail: [email protected]. MBA

Website: www.trevecca.edu/mba; MSIT Website:

www.trevecca.edu/msit.

Counseling: Graduate Counseling

The Graduate Counseling office is located in the Adams Building.

Master of Arts: Clinical Mental Health Counseling: The major in Clinical Mental Health Counseling is a 60-semester-hour major

that prepares a student for licensure as a Professional Counselor

(LPC). In the state of Tennessee one can be licensed as an LPC or

as an LPC with Mental Health Service Provider (MHSP)

designation. This degree meets the academic requirements for LPC with MHSP. The degree equips one to counsel in an agency or

private practice setting.

Master of Marriage and Family Therapy: The M.M.F.T. degree is a 60-semester-hour degree that prepares a student for licensure

as a Marital and Family Therapist (LMFT) in the state of

Tennessee. The degree equips one to counsel with individuals,

couples, or families from a systemic perspective in an agency or

private practice setting.

Ph.D.: Clinical Counseling: Teaching and Supervision: The

major in Clinical Counseling: Teaching and Supervision is a 66-

semester-hour advanced professional major designed for several

groups: a) those who wish to enhance their skills as a therapist, b)

those who wish to further their career within the mental health

delivery system, c) those who wish to take a more active role in

supervision and the development of other therapists, and d) those

who wish to expand their professional options to include teaching in undergraduate and graduate training programs. The strong

theme of the program is to develop clinicians who will themselves

positively enhance the professional mental health community.

For additional information, schedule of classes, and application for graduate admissions, write or call: Graduate Counseling Program,

Trevecca Nazarene University, 333 Murfreesboro Road, Nashville,

Tennessee 37210-2877; (615) 248-1384. E-mail:

[email protected]. Website:

www.trevecca.edu/gradcounseling.

Education: School of Education

The School of Education is housed in the Mackey Building.

Master of Arts in Teaching: K - 6; 7 - 12: The M.A. in Teaching

K-6 and the M.A. in Teaching 7-12 are non-traditional programs designed to accommodate working adults who have an

undergraduate degree in a field other than teacher education. The

programs are composed of 30 hours of course work and either

student teaching or completion of all transitional licensure

requirements.

The Master of Arts in Teaching K-6 provides course work required for licensure as a teacher in grades K-6.

The Master of Arts in Teaching 7-12 provides course work required for licensure as a teacher to individuals who completed a

bachelor's degree in a content area but who did not take the

teacher education courses needed to obtain initial licensure.

Master of Education: Educational Leadership K-12: The major

in Educational Leadership K-12 is a licensure program for principals that enables candidates to develop knowledge and skills

specified for the Instructional Leadership License - Beginning

(ILL-B) and the Instructional Leadership License -Professional

(ILL-P) in the State of Tennessee. The Educational Leadership

Program curriculum satisfies the requirements of Interstate School

Leader Licensure Consortium (SLL).

Master of Education: English Second Language PreK-12: The

major in English Second Language (ESL) provides prospective

teachers of students for whom English is not their first language

with a concentrated focus appropriate to grades pre-kindergarten

through twelve. This program is designed for individuals who are

already licensed teachers with an option for individuals who seek

only initial licensure as an ESL teacher to obtain a Master of Arts

in English Second Language.

Master of Education: Curriculum and Instruction K-12: The

major in Curriculum, Assessment, and Instruction is appropriate for individuals who wish to continue working as teachers and

increase their knowledge and skills regarding curriculum,

assessment, and instruction. This major does not lead to licensure.

Master of Education: Curriculum and Instruction for Christian School Educators K-12: The Masters of Education

degree (M.Ed.) in Curriculum and Instruction for Christian School

Educators is designed for those educators (i.e., teachers,

instructional facilitators, and administrators) serving in Christian schools who want to increase their knowledge and skills to

improve student learning. Candidates learn new technology,

teaching methods, differentiation strategies, and analyzing results

to increase effective instruction. This program is designed to

accommodate working adults who want a graduate degree.

Master of Library and Information Science PreK-12: The main focus of the M.L.I.S. program is to prepare teachers to become

school library information specialists, with emphasis on the twenty-one competencies required by the Tennessee State Department of

Education.

Master of Education: Visual Impairments Special Education: The major is designed to equip teachers to work as special

education teachers who are viewed as the visual impairments

expert, as itinerant teachers for students with visual impairments

and other disabilities, and in specialized settings such as Tennessee

School for the Blind.

Ed.S.: Specialist in Accountability and Instructional

Leadership: The 30-hour major in the Specialist in Accountability and Instructional Leadership program is designed for

administrators, instructional facilitators, and teachers in schools

and districts who seek to improve school and student performance,

be recognized as an expert in research, data, and accountability,

and possess the confidence, knowledge, and skills to be a

progressive leader in any education environment. The program is non-traditional, extends for four semesters, and is designed to

accommodate working adults who have a graduate degree.

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GENERAL INFORMATION| 19

For additional information, schedule of classes, and application for graduate admissions, write or call: School of Graduate and

Continuing Studies, Trevecca Nazarene University, 333

Murfreesboro Road, Nashville, Tennessee 37210-2877; (615) 248-1529; (844) TNU-GRAD. E-mail: [email protected].

Physician Assistant: Graduate Physician Assistant

The Graduate Physician Assistant Program is housed in the Greathouse Science Building.

Master of Science: Medicine (Physician Assistant): Physician assistants are health professionals licensed, or in the case of those

employed by the Federal Government, credentialed to practice

medicine with physician supervision. Physician assistants are

qualified by graduation from an accredited physician assistant

educational program and certification by the National Commission

on Certification of Physician Assistants. Within the physician/PA relationship, physician assistants exercise autonomy in medical

decision making and provide a broad range of diagnostic and

therapeutic services. The clinical role of physician assistants

includes primary and specialty care in medical and surgical practice

settings in rural and urban areas. Physician assistant practice is

centered on patient care and may include educational, research, and administrative activities.

For additional information, schedule of classes, and application for graduate admissions, go to the

website http://www.trevecca.edu/pa or e-mail:

[email protected].

Religion: Millard Reed School of Theology and Christian Ministry

The Millard Reed School of Theology and Christian Ministry is housed in the McClurkan Building.

Master of Arts: Religion: The major in Religion is designed to provide advanced study and training for those who wish to pursue

such programs beyond the baccalaureate degree. The goal of the

program is to provide the depth of training, the specialized skills,

and the sense of creative independence that will allow learners to practice and to contribute to their profession and to develop

competence in methods of study appropriate to their areas of

interest. Another unique feature of this program is that students

tailor their degree to their interest by selecting from one of the

tracks or minors available in the program.

For additional information, schedule of classes, and application for

graduate admissions, write or call: School of Graduate and

Continuing Studies, Trevecca Nazarene University, 333 Murfreesboro Road, Nashville, Tennessee 37210-2877; (615) 248-

1529 or (844) TNU-GRAD. E-mail: [email protected].

Leadership: School of Graduate and Continuing Studies

The graduate leadership programs are offered either online or face to face with administrative offices located in the School of

Graduate and Continuing Studies.

Master of Organizational Leadership: The Master of Organizational Leadership (MOL) is a multi-disciplinary online

degree designed to give a solid business and theological

understanding in the area of organizational leadership within

various organizations. In this program, the model of servant

leadership is the overarching theme directly aligned with Trevecca’s

mission statement. The MOL is an interdisciplinary program that

stresses the application of management research to real-world situations. It can also be part of a program that prepares students

to enter a Ph.D. program, a theoretical discipline-oriented research

degree for students looking to become a tenured faculty or

researcher within the university. The 33-credit-hour degree takes

two years to complete. The eleven courses are taken one class at a

time, most classes being six weeks long.

Ed.D.: Leadership and Professional Practice: The 57-hour

major in Leadership and Professional Practice is a non-traditional doctoral program designed for the working practitioner. The

program extends for seven semesters and can be taken face to face

or online. Research culminating in a dissertation is prepared in

concert with the course work. The program is designed around a

cohort model and a rigorous, standardized curriculum. For face-to-

face students, a nine-day, on-campus residency period is required during the three summers of the student's program. The

instructional delivery system includes extended time beyond actual

class meetings for reflections, lectures, group work, technology,

presentation, and research reports.

For additional information, schedule of classes, and application for graduate admissions, write or call: School of Graduate and

Continuing Studies, Trevecca Nazarene University, 333

Murfreesboro Road, Nashville, Tennessee 37210-2877; (615) 248-1529 or (844) TNU-GRAD. E-mail: [email protected].

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20| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

ADMISSIONS POLICIES AND PROCESS

Policies

As a private Christian university affiliated with the Church of the Nazarene, Trevecca is open to any qualified student without regard

to race, color, sex, age, creed, national or ethnic origin, or physical

disability. Trevecca Nazarene University complies with all statutory and regulatory nondiscrimination requirements applicable to this

institution in the administration of its educational policies and

programs, scholarships and loan program, and athletic and other

school-administered programs.

The University reserves the right to refuse admission/readmission to any student or applicant based upon a determination that

admission/readmission of the applicant would not be consistent

with the goals and standards of the University.

Admissions Process

Enrollment in a graduate program requires an applicant to apply to

the specific graduate program. Application procedures are specific to each graduate program and applicants should familiarize

themselves with the deadlines and materials required for their

program of choice in the specific program section of this catalog.

Specific program admission requirements are listed in the program

section of this catalog.

Transcript Evaluation

Official transcripts are needed in order for an applicant’s record to be evaluated. Transcripts will be evaluated by University personnel

when the applicant has completed an official application.

In education programs where an evaluation is needed to determine whether or not courses are needed to obtain state teacher licensure,

a transcript evaluation fee of $50.00 will be required prior to

evaluation. If the student enrolls in Trevecca, the fee will be in lieu of the application fee.

Transfer Credit/Transient Work

The number of hours of transfer credit allowed is determined by the degree program requirements and is considered on a case-by-

case basis. Transfer credit is not automatic. Transfer credit will be

carefully evaluated by the program director/coordinator or

advisor/appointee. If a graduate program accepts transfer credit,

transferability will be based on specific criteria:

• The course is no more than 10 years old

• The course is relevant to the degree program

• The course was taken for graduate credit from a regionally accredited institution

• A minimum grade of B was earned in the course

• The applicant meets all entrance requirements for the program

Permission to take courses at other institutions while working on a graduate degree at Trevecca must be obtained from the dean of the

school offering the program or the dean’s designee.

Maximum transfer credits have been established for each

degree program:

Skinner School of Business and Technology

Master of Science: Management – 6 semester hours

Master of Business Administration: Management – 6 semester hours

Master of Science: Information Technology – 6 semester hours

Graduate Counseling Program

Master of Arts: Clinical Mental Health Counseling – 9 semester hours

Master of Marriage and Family Therapy – 9 semester hours

Ph.D. Clinical Counseling: Teaching and Supervision – 9 semester hours

Graduate Physician Assistant Program

No advanced placement is given to any student regardless of

academic background, and no transfers of students are accepted.

School of Education

Master of Arts in Teaching – 0 semester hours

M.Ed.: Educational Leadership – 6 semester hours

M.Ed.: English Second Language – 6 semester hours

M.Ed.: Curriculum and Instruction – 6 semester hours

M.Ed.: Curriculum and Instruction for Christian School Educators – 6 semester hours

M.Ed: Visual Impairments Special Education – 0 semester hours

Master of Library and Information Science – 6 semester hours

Specialist in Accountability and Instructional Leadership – 0 semester hours

Millard Reed School of Theology and Christian Ministry

Master of Arts Religion: Biblical & Theological Studies – 9 semester hours

Master of Arts Religion: Christian Ministry – 9 semester hours

Leadership Programs

Master of Organizational Leadership – 6 semester hours

Ed.D.: Leadership and Professional Practice – 0 semester hours*

*Students who complete Trevecca's Ed.S. program may transfer all 30 semester

hours into the Ed.D. program.

Second Master's Degree

If a student desires to earn a second master’s degree at Trevecca,

all current admission requirements must be met as well as the prescribed curriculum. A course may be counted for one degree

only.

Admissions

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ADMISSIONS| 21

International Students

International students who wish to enter the University must file their applications and complete certified copies of official

transcripts, certificates, diplomas and degrees translated to English

well in advance of the semester for which they seek admission.

International students must show evidence of ability to understand and use English sufficiently well to succeed in their work at

Trevecca. All graduate international students must demonstrate

English proficiency in one of the following ways:

Submit a successful official TOEFL score report.

• A minimum TOEFL score of 550 is required on the paper-based test; or

• A minimum score of 213 is required on the computer-based

test; or

• A minimum score of 80 is required on the Internet-based test.

(Some programs may require a higher TOEFL score.)

The TOEFL requirement can be waived if:

• A student has attended a school for at least two years whose medium of instruction is English and successfully passed

English. The student must be able to provide verification that

the school did teach in English and that the student was not

enrolled in any English support courses, such as ESL classes,

during that time; or

• A student submits an official college-level transcript showing

completion of coursework at a “C” level (2.0 GPA) or better equivalent to Trevecca’s English Composition (ENG 1020)

from an accredited college or university; or

• A student submits a successful official IELTS (International English Language Testing System) score report with a

minimum score of 6.0.

The TOEFL examination is administered in many overseas testing centers. Students who wish to take the test should contact TOEFL,

Educational Testing Service, Box 6151, Princeton, New Jersey

08541-6151 or www.toefl.org.

All regular admission requirements must be completed before official acceptance will be granted, including evidence of financial

resources sufficient to pay expenses while a student at the University. Trevecca’s Certification of Financial Support must be

on file at the time an I-20 is issued. International students will have

the same financial policy applied to them as any other student.

Unless there is documented proof of reading, writing, and math

skills, international students will be required to register for

developmental courses.

All students residing in the United States on an F-1 Student Visa

and taking courses from Trevecca Nazarene University may take only one online class per semester during the period of their study.

This is a requirement of the SEVIS program of the Immigration

and Customs Enforcement.

Immunization Information

Tennessee state law requires all colleges and universities to obtain immunization information from students.* The required

information is dependent upon a student's date of birth and

academic classification as a student. Prior to registration, students

born after January 1, 1957, but before January 1, 1980, need to

verify MMR immunization and, if born after January 1, 1980, need

to additionally verify chickenpox (varicella) immunization or

evidence of chickenpox disease. All verification should be submitted to Trevecca's Student Health Clinic. For more

information, please see www.trevecca.edu/health.

*Students in online-only programs are not required to submit immunization information.

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22| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

The Academic Council, a committee of faculty, administrators, and

students, is responsible for developing the academic policies of the University. The Teacher Education Committee and Graduate

Teacher Education Committee are responsible for Teacher

Education policies. The Graduate and Continuing Studies

Committee sets policy for adult studies and graduate programs.

ADVISING

Because Trevecca’s graduate programs are non-traditional and have standardized curricula, advising, though significant, does not follow

the traditional pattern. All students begin with a group that takes

the same courses on the same schedule. The only exceptions are

nondegree seeking students, students who have earned transfer

credit, or the occasional student whose program is interrupted. Advising information unique to a program will be given in the

specific program section of this catalog and should be read

carefully by students enrolled in specific programs.

ATTENDANCE

Trevecca's adult studies and graduate programs are highly concentrated. Regular class attendance is expected of all students.

Attendance is a prerequisite for student success in the course work

and the personal and small group relationships facilitated in the

class sessions. Professors record attendance at each class.

Attendance records are essential to comply with federal regulations

and accrediting agencies.

ONSITE STUDENTS

Tardy

Students are expected to be present when class begins and remain the entire class session. Students will be considered tardy if they

arrive more than 30 minutes late for a class session or leave earlier

than 30 minutes before the end of a class session. Two tardies will equal an absence. Even if a tardy is for a legitimate reason,

participation points will still be deducted. Students exceeding the

allowed tardies/absences will receive a failing grade.

Absence

Under emergency circumstances, a student may be allowed one absence in courses that are five class sessions or more in length.

Students are not allowed an absence for any course that has four

class sessions or fewer in length. Even if an absence is for a

legitimate reason or approved by appeal, participation points will

still be deducted. Homework assignments for the class of absence are still due as scheduled. Students exceeding the allowed

tardies/absences will receive a failing grade.

Absence Appeal

An absence appeal may be filed for emergency circumstances that arise leading to more than allowed absences. Emergency

circumstances considered are: hospitalization of self or immediate

family member; death in immediate family; and military

deployment. Please contact your academic advisor to obtain and

complete the appropriate form in such situations. Contact must be

made and the appeal form submitted within 7 days of the absence.

Late Instructor

Should an instructor be late for a class session, students are expected to wait a minimum of 30 minutes and contact a

representative from the School of Graduate and Continuing

Studies before leaving. If the instructor arrives within that 30

minute period and any student has left, the student will be counted

as absent for the class session. If the instructor does not arrive

within the 30 minute period, the students may leave and

arrangements will be made to make up those class hours sometime

during the time frame of the course or additional assignments will

be given.

Cancellation of Onsite Classes

Trevecca Nazarene University offers classes at several locations. Weather and driving conditions can vary a great deal. Each location

will constitute a separate evaluation and decision process, and

therefore, class cancellations due to weather issues may apply to

some but not all face-to-face students. As possible, school closing

will be determined by 3:00 p.m. the day for which classes are scheduled or by Friday evening in relationship to Saturday morning

classes.

Students and professors will be notified through their Trevecca

email account and telephone (as possible) if classes at their specific

location are canceled. Students may also call the toll free line at

844-TNU-GRAD after 3 p.m. for the most up-to-date

information.

If classes are canceled, professors and staffing will contact students regarding make-up assignments and plans.

If classes are not canceled, students must make decisions related to their own attendance based on the attendance policy.

ONLINE STUDENTS

Absence

Attendance is determined by participation in weekly learning activities. A student is reported absent for a week if there is no

participation in course discussions or submission of assignments

during that week. Under emergency circumstances, a student may

be allowed one absence in courses that are five weeks or more in length and must file an absence appeal. No absences are allowed in

courses that are four weeks or shorter in length. Students

exceeding the allowed tardies/absences may receive a failing grade.

Absence Appeal

An absence appeal may be filed for emergency circumstances that arise leading to more than allowed absences. Emergency

circumstances considered are: hospitalization of self or immediate

family member; death in immediate family; and military

deployment. Please contact your academic advisor to obtain and

complete the appropriate form in such situations. Contact must be made and the appeal form submitted within 7 days of the absence.

Academic Policies

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ACADEMIC POLICIES| 23

ACADEMIC LOAD

Academic load policies are specific to each program and are

discussed in the program section of this catalog.

• Students in the graduate programs in the Skinner School of

Business and Technology are considered full-time and are not allowed to take concurrent course work from Trevecca or any

other college or university while enrolled, except by special

permission of the program director.

• During the summer semester, it may be appropriate to register for up to 12 hours. Master’s programs for non-teaching

professionals may vary in course load per semester. To receive

financial aid, students must be enrolled for a minimum of three

semester hours. Six hours is considered a full-time load during

the academic calendar year.

• In the Ed.D. program, the maximum class load that may be taken during the fall or spring semester will be four semester

hours, plus dissertation project hours. Students will take two

courses totaling seven or eight hours during the Intensified

Summer Learning Experience.

• In the Clinical Counseling doctoral program, students enroll for nine hours each semester until the third year of the

program, which consists of three semesters of four hours each.

• The Master of Organizational Leadership is a two-year program of 33 hours. Learners progress as a cohort one course

at a time. Each course is 6 to 8 weeks.

TIME LIMITATIONS

Course work must be completed within certain time limits of the date of the first registration in a degree program. Students not

completing within these time limits must re-enroll and will be

charged the tuition rate in effect at the time. The University is not responsible for any changes or delays in graduation for students

who change groups or cycles, or who join a cycle already in

progress.

• All requirements for master’s degrees and the doctoral program in Counseling must be met within a six-year period of the

beginning date of program.

• Due to the cohort model, all requirements for the doctoral program in Education must be completed within five years.

WITHDRAWAL

A student may withdraw by the end of the day 21 for most courses or day 35 for a 12-week course and receive a grade of W. If a

student withdraws from the program, he/she must submit a letter

for withdrawal. If the student was in good standing upon

withdrawal, the student needs to apply for readmission with the

program coordinator/director. The student must meet the degree requirements in effect at the time of re-entry.

GRADUATION APPLICATION

Degree candidates are personally responsible for meeting all requirements for graduation. All candidates for a master’s degree

must signify the intention to complete the requirements by

submitting a completed application for graduation form. The form

must be received by the date specified below.

Submission Date Graduation Date

September 30 of each year December of each year

December 31 of each year May and August of each year

Trevecca Nazarene University holds one commencement program in the spring of each academic year. Program specific graduation

requirements are listed in the program catalog. All students must

successfully complete all academic and professional requirements

and satisfy all financial obligations in order to be eligible for

graduation and/or for degree conferral.

INCOMPLETES

Students who fail to complete all course requirements on a timely basis due to crisis circumstances may receive the grade of

Incomplete (I) at the discretion of the course facilitator. A grade of

"I" is given as a result of emergencies and not for unsatisfactory work or failure to submit work. Some reasons incompletes may be

granted are hospitalizations, death in the immediate family, or

required military service. Students may receive an "I" provided they

have demonstrated effort toward meeting the course requirements.

In order to receive a temporary grade of "I" and receive an

extension of time to complete a course offered through Trevecca, a request for an incomplete must be made in writing as directed by

the individual programs. All requests must be made before the last

class session.

The "I" grade must be removed before the end of the following semester or the grade becomes a permanent "F." Students

expecting to graduate must have all "I" grades removed prior to

the conferral date.

CHANGE OF GRADE

After an instructor has submitted a grade in a course, changes may be made only with approval of the dean of the school in which the

program is housed. Grade changes are submitted to the individual

in charge of the graduate program and must then be submitted to

Academic Records.

ACADEMIC GRIEVANCE POLICY FOR CLASSES

IN PROCESS

1. Students with grievances or problems with the way a particular course is conducted and how their grades are being assigned

should submit their concerns in writing to the professor of the

course within 10 days of receiving the grade report.

2. If a satisfactory solution is not reached, the student should file a written appeal with his or her academic advisor or, if the

student is in the Graduate Physician Assistant or Graduate

Counseling Program, with his or her program director to help solve the problem. The appeal must be filed within 10 days of

the professor's final decision concerning the student's appeal.

3. The advisor or program director then has 10 days to consult with appropriate parties, including the program administrator

or director, and respond to the student.

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24| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

For the Graduate Physician Assistant and Graduate Counseling Programs only:

4. If the program director’s solution is not satisfactory, students may appeal to the University Provost for a final resolution. If a

program director is the professor, the line of appeal would be

to the University Provost.

Face-to-face discussions with professors and program directors

about concerns are appropriate, but grievances and outcomes need to be in writing to ensure that all decisions are made with a mutual

understanding of the issues.

If a final grade for the course has already been submitted to the Office of Academic Records, the guidelines outlined in the Final

Grade Appeal Policy and Procedures section (p. 24) of this catalog

should be followed.

FINAL GRADE APPEAL POLICY AND

PROCEDURES

Trevecca Nazarene University recognizes a student’s right to

appeal decisions and practices that affect his or her academic status without fear of punishment or unfair treatment. A student can

expect the University to deal with a final course grade appeal

sincerely, objectively, within a reasonable time frame, and as

appropriate, in confidence. Appeals will be heard when the student

alleges that an arbitrary, capricious, or prejudiced evaluation or a

mechanical error has occurred. The purpose of the appeal process is to treat all parties fairly and to alert all parties to the appeal

procedure. Every student will have the right to have his/her appeal

heard by the professor and two other academic administrators.

During the appeal, the burden of proof is on the student, except in

the case of alleged academic dishonesty, in which case the

professor must support the accusation. The student may have an advisor or friend present during all meetings with faculty,

administrators, and/or committees; he or she may counsel the

student but may not speak for the student during the meetings.

The student may elect to discontinue the appeal process at any

level. The grade appealed shall remain in effect until the appeal

process is completed, or the problem is resolved.

Order of Appeal

Should a student feel there is concrete reason to appeal a course grade, these procedures should be followed sequentially:

1. The University supports and encourages responsive and

respectful dialogue between faculty and students when there is

a disagreement about a final course grade. Whatever the nature of the grade appeal, the student must make an effort to first

discuss the matter with the faculty member. In order to begin

the appeal process, students must initiate a complaint to the

faculty member in writing or via e-mail within 15 calendar days

of the posting of a final grade. The faculty member will provide

a written response within 15 calendar days of receiving the letter or e-mail from the student. (See “For the Graduate Physician

Assistant and Graduate Counseling Programs only” below for steps 2-3

for those programs.)

2. If the student is not satisfied with the faculty member’s response or lack of response, the student will submit a grade

appeal form to his or her academic advisor within 30 days of

the final grade posting.

3. The Grade Appeal Committee will review the grade appeal form and all supporting documents and render a decision

within 15 days of receipt.

4. The decision of the Grade Appeal Committee is final and cannot be appealed.

For the Graduate Physician Assistant and Graduate Counseling Programs only:

1. If the student is not satisfied with the faculty member’s response or lack of response, the student shall contact the

program director within 30 calendar days of the posting of a final grade. The contact needs to be in writing. Upon receipt of

the written appeal, the program director will communicate with

the student within 30 calendar days to attempt to resolve the

issue.

2. If after communicating with the program director the student is still not satisfied with the decision, the student may choose to

file an appeal to the University Provost. This appeal must be in

writing within 15 calendar days of the previous contact with the program director. The Provost will contact the student within

15 calendar days of receiving the appeal in an attempt to

resolve the issue. The Provost may elect to include or consult

with others in evaluating the appeal. The decision of the

Provost is final.

The failure of the student to proceed from one level of the appeal procedure to the next level within the prescribed time limits shall

be deemed to be an acceptance of the decision previously rendered. All further considerations and proceedings regarding that

particular appeal will cease at that point. Under unusual

circumstances, deadlines may be extended.

The following table illustrates the specific person or entity to whom an appeal is directed. The levels of appeal must be followed

sequentially.

Graduate Education

Professor Grade Appeal Committee

Graduate MSM/MBA/MSIT

Professor Grade Appeal Committee

Graduate Leadership

Professor Grade Appeal Committee

Graduate Physician Assistant

Professor Director of Physician Assistant Program

University Provost

Graduate Counseling

Professor Director of Graduate

Counseling Program

University

Provost

Graduate Religion

Professor Grade Appeal Committee

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ACADEMIC POLICIES| 25

RIGHTS AND RESPONSIBILITIES

Academic Student Rights

Every graduate student at Trevecca Nazarene University has the

right to:

1. Respect as an individual and to forthright, friendly, tactful, and

helpful treatment.

2. Ask sincere questions and receive appropriate answers.

3. The expectation that course material reflects the current state of learning in the field.

4. Information in a printed syllabus as to course student learning outcomes, requirements, evaluation procedures, and attendance

policy.

5. Information from instructors at regular intervals regarding

his/her progress in courses.

6. Assignments returned within a reasonable period of time,

including corrections and criticisms (oral or written) of the work.

7. A personal consultation with instructor and/or advisor.

8. Consideration of issues related to grades or academic matters

relating to a course.

9. Make appeals about grades or academic matters relating to a

course using the appeals policy given in this catalog.

Academic Student Responsibilities

1. Attend classes regularly and participate in class discussions.

2. Complete all assignments on time to the best of his/her ability.

3. Know the academic policies of the University as stated in the University and Graduate Catalogs including requirements for

graduation.

4. Maintain honesty and integrity in all academic work.

5. Take proper care of equipment and materials used in academic work, such as in the library.

6. Maintain a standard of professional student conduct in the various areas, such as the classroom setting, library, and

practicum sites. The University reserves the right to withdraw

any student not in compliance.

7. Communicate through e-mail and appointments with faculty

and university personnel.

8. Comply with policies related to dress and conduct as outlined

in official university publications.

9. Comply with “Human Subjects” or “Research Requirements.”

All research involving human subjects must be approved prior to initiating data collection in accordance with guidelines and

procedures available from the Institutional Review Board. This

information can be accessed on the Institutional Review Board

web site: www.trevecca.edu/about/research

Identity Fraud

Committing identity fraud is considered particularly serious and could have legal as well as institutional implications. Any student

who has another individual impersonate or in any other way

commit identity fraud in any course, assignment, exam, or any type

of academic exercise will be permanently suspended from Trevecca

Nazarene University.

FERPA

FERPA Act

The Family Education Rights and Privacy Act (FERPA) of 1974 guarantees each student the right to know what information the

University maintains about individual students and the right to

ensure the accuracy of that information. The written institutional

policy is as follows:

The Family Educational Rights and Privacy Act (FERPA) affords students the right to consent to disclosure (release) of personally

identifiable information with respect to their educational records.

Trevecca Nazarene University designates the following categories

of student record information as public or directory information:

student’s name, address, telephone number, date and place of

birth, previous school(s) or college(s), dates of attendance, class,

major field of study, awards, honors, degree(s), expected date of

completion, full- or part-time enrollment status, past and present participation in officially recognized activities and sports, and

weight and height of athletes.

Students may restrict the release of directory information listed above by submitting a written request to the Office of Academic

Records during the first two weeks of the Fall Semester.

Trevecca Nazarene University is subject to the provisions of the FERPA (Buckley Amendment) that affords to students certain

rights of access to educational records and imposes obligations on

the University in the release and disclosure of those records to

third parties. The Buckley Amendment regulations, however, allow the University to provide academic progress reports and other

academic information to parents if the student is the parent’s

dependent for federal income tax purposes.

Privacy

Trevecca Nazarene University informs students annually through the Student Handbook of the Family Educational Rights and

Privacy Act of 1974, as amended. This act, with which the

institution intends to comply fully, was designed to protect the

privacy of education records, to establish the right of students to inspect and review their education records, to provide guidelines

for the correction of inaccurate or misleading data through

informal and formal hearings, and to establish guidelines for the

release of or access to student records. Students also have the right

to file complaints with the Family Educational Right and Privacy

Act Office (FERPA) concerning alleged failures by the institution to comply with the act.

INTELLECTUAL PROPERTY RIGHTS POLICY

This policy is meant to encourage and support faculty, staff, and student research; to protect the rights and interests of university

constituents as well as the university itself; and to provide university constituents with information that will guide

understanding of intellectual property and its application at

Trevecca Nazarene University. All full-time or part-time faculty,

administrators, and staff, student employees, and students, as well

as non-employees who participate or intend to participate in

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26| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

teaching and/or research or scholarship projects at Trevecca

Nazarene University are bound by this policy.

Trevecca Nazarene University is committed to complying with all applicable laws regarding copyright and other forms of intellectual

property. Furthermore, this policy shall not be interpreted to limit

the university's ability to meet its obligations for deliverables under any contract, grant, or other arrangement with third parties,

including sponsored research agreements, license agreements, and

the like.

Questions of ownership, compensation, or other materials covered by this policy shall be resolved by the Executive Vice President (or

his/her designee) in consultation with the University Provost and

others, as appropriate.

COPYRIGHT, PATENTS, AND TRADEMARKS

A. COPYRIGHT

General Copyright Policy

Trevecca Nazarene University's policy is that all rights in copyright

remain with the creator unless the work is a "work for hire," is commissioned by the university, or is otherwise subject to

contractual obligations.

Definition and Scope of Copyright Protection

Under the federal copyright law, copyright subsists in "original works of authorship" that have been fixed in any tangible medium

of expression from which they can be perceived, reproduced, or

otherwise communicated, either directly or with the aid of a

machine or device. These works include:

1. literary works such as books, journal articles, poems, manuals,

memoranda, tests, computer programs, instructional material,

databases, and bibliographies;

2. musical works, including any accompanying words;

3. dramatic works, including any accompanying music;

4. pantomimes and choreographic works (if fixed, as in notation or videotape);

5. pictorial, graphic and sculptural works, including photographs, diagrams, and sketches;

6. motion pictures and other audiovisual works, such as videotapes;

7. sound recordings; and

8. architectural works.

Scope of Copyright Protection

Subject to various exceptions and limitations provided for in the

copyright law, the copyright owner has the exclusive right to reproduce the work, prepare derivative works, distribute copies by

sale or otherwise, and display or perform the work publicly.

Ownership of copyright is distinct from the ownership of any

material object in which the work may be embodied.

Books, Articles, and Similar Works, Including Unpatentable Software

In accord with academic tradition, except to the extent required by the terms of funding agreements, Trevecca Nazarene University

does not claim ownership to pedagogical, scholarly, or artistic

works, regardless of their form of expression. Such works include

those of students created in the course of their education, such as

papers, theses, and articles. The university claims no ownership of

popular nonfiction, novels, poems, musical compositions,

unpatentable software, or other works of artistic imagination that are not institutional works (see below under “Work for Hire").

Copyright in pedagogical, scholarly, or artistic works to which the

university disclaims ownership under this policy shall be held by

the creators regardless of whether the work constitutes a "work for

hire" under copyright law.

Ownership and Use of Course Materials (including class technology and videotapes of classroom

activities)

All course materials, such as syllabi, videotapes of classroom

activities, websites, and such, developed by a Trevecca Nazarene

faculty member belong to the faculty member unless grant or other

outside funding sources dictate otherwise. Faculty ownership of

such course materials does not, however, entitle the faculty

member to any additional compensation from the university as a

result of appropriately enrolled students' use of such materials.

Faculty ownership of such course materials also does not preclude the university from using such materials for internal instructional,

educational, and administrative purposes, including satisfying

requests of accreditation agencies for faculty-authored syllabi and

course descriptions. Materials brought to Trevecca from other

institutions are bound by any ownership constraints from the

institution at which they were developed; barring none, they belong to the faculty member.

The use of images or materials of students for use outside of a

currently enrolled class is not permitted without a signed release

from students. This includes videotaping, website images, and class

materials where the expectation of a student is that their purpose is

for that particular course. If the purpose of the class is to create a

website, video or other materials for future courses, this

permission is not needed.

"Work for Hire"

"Work for hire" is a legal term defined in the Copyright Act as "a work prepared by an employee within the scope of his or her

employment." For instance, work assigned to programmers is "work for hire" as defined by law, as is software developed for

university purposes by students and staff working collaboratively.

This definition includes works prepared by employees in

satisfaction of sponsored agreements between the university and

outside agencies. Certain commissioned works also are works for

hire if the parties so agree in writing. The mere fact that multiple individuals have contributed to the creation of a work shall not

cause the work to constitute an institutional work. Where a work is

jointly developed by university faculty or staff or student

employees and a non-university third-party, the copyright in the

resulting work typically will be owned jointly by the university and

the third party. In such instances, both the university and the other party would have nonexclusive rights to the work, subject to the

duty to account to each other.

The university shall retain ownership of works created as institutional rather than personal efforts—that is, works created by

administrators and staff for university purposes in the course of

the creators' employment, university-commissioned faculty work,

or works resulting from simultaneous or sequential contributions

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ACADEMIC POLICIES| 27

over time by numerous faculty, staff, and/or students. The

employer (i.e., the university) by law is the "author," and hence the

owner, of works for hire for copyright purposes; therefore,

Trevecca Nazarene University owns all rights, intellectual and financial, in such works. Administrators, faculty, and staff who gain

professional expertise through such work, however, may engage in

professional activities (conferences, consulting, and such) that may

result in compensation.

Works of Non-employees

Under the Copyright Act, works of non-employees such as consultants, independent contractors, and such generally are

owned by the creator and not by the university, unless there is a

written agreement to the contrary. As it is the university’s policy

that the university shall retain ownership of such works (created as

institutional rather than personal efforts, as described in "Work for

Hire"), Trevecca will generally require a written agreement from

non-employees that ownership of such works will be assigned to

the university. Examples of works that the university may retain

from non-employees are reports by consultants or subcontractors,

computer software, architectural or engineering drawings, illustrations or designs, and artistic works.

Use of Copyrighted Material

Trevecca Nazarene University is committed to complying with all

applicable copyright laws; consequently, students and employees are expected to comply with these laws. Distribution of materials

protected by copyright without permission of the copyright owner

may be a violation of federal or state law. It is the responsibility of

those reproducing materials to make sure the reproduction is

consistent with U.S. Copyright Law (http://www.copyright.gov/).

Trevecca Nazarene University does not permit the unlawful reproduction or distribution of commercially copyrighted music,

movies, and software. The university is committed to taking reasonable steps to avoid misuse of its computer network. If

violations are discovered or suspected, university personnel may

report infringement to appropriate authorities or take other action,

including, but not limited to warning the user, removing the

material, or terminating access to the material.

Use of the University Name in Copyright Notices

The following notice should be placed on university-owned materials:

Copyright © [year] Trevecca Nazarene University. All Rights

Reserved.

No other institutional or departmental name is to be used in the copyright notice, although the name and address of the department

to which readers can direct inquiries may be listed. The date in the

notice should be the year in which the work is first published, i.e. distributed to the public or any sizable audience.

Additionally, works may be registered with the United States Copyright Office using its official forms

(http://www.copyright.gov/forms/).

Reconveyance of Copyright to Creator

When copyright is assigned to Trevecca Nazarene University because of the provisions of this policy, the creator of the

copyrighted material may make a request to the executive vice

president that ownership be reconveyed back to the creator. Such a

request can, at the discretion of the executive vice president, be

granted if it does not: (1) violate any legal obligations of or to the

university, (2) limit appropriate university uses of the materials, (3)

create a real or potential conflict of interest for the creator, or (4) otherwise conflict with university goals or principles.

B. PATENTS

Trevecca Nazarene University is an educational institution whose fundamental mission is to provide outstanding higher educational

programs. The university recognizes that research, particularly that involving collaborative investigations with students and faculty, is a

significant component of the educational process.

All potentially patentable ideas and inventions developed in whole or in part by university personnel in the course of their

employment, or with more than incidental use of Trevecca

Nazarene University resources, shall be disclosed in writing to the

executive vice president. Written disclosure should include the (1)

name of the inventor, (2) what was invented, (3) circumstances that led to the invention, and (4) the information as to what might be

subsequent activities surrounding the invention. The Executive

Team will then review the invention disclosure information

submitted to decide if the university should seek a patent using

university funds or to decline further action. If the university

refuses to pursue application of the idea/invention, the inventor may then seek other aid outside the university to assess the

patentability of the invention. If no action is taken, all patent rights

revert to the inventor.

If there is positive action on an application, the university may wish to pursue evaluation of the invention from technical

development consultants to ascertain whether there is sufficient

interest and financial return that would make the acquisition of a

patent feasible.

The remaining steps in the process are:

1. A patent is obtained or institutional steps are put into place to protect the invention as a trade secret. These steps may ensure

that, in the event of not immediately applying for a patent, proper protection is maintained and limited disclosure and

publication are delayed to a later date.

2. A patent, if any, is licensed and royalties are earned.

3. Legal enforcement of patent rights begins.

Sharing of Royalties

Royalty distribution will be as follows. First, 100 % will accrue to

the university for recovery of costs associated with the

patent/license development. This would include all fees for preparing and prosecuting patents. All marketing and licensing fees

would also be included. Second, the remaining income would be

distributed between the university (60% of gross royalties) and the

inventor(s) or their heirs (40% of gross royalties). Under certain

conditions, the university may agree to accept a negotiated

percentage of equity in place of all or some portion of the license or royalty fee(s).

C. TRADEMARKS

Trade and service marks are distinctive words or graphic symbols identifying the original source of goods or services. Trade or

service marks relating to goods or services distributed by the university shall be owned by the university. Examples include

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28| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

names and symbols used in conjunction with the university

wordmark and logo and those names or symbols associated with

university athletics, events, programs, software, or activities.

POLICIES FOR RESEARCH INVOLVING

HUMAN SUBJECTS

Institutional Review Board

Trevecca Nazarene University's Institutional Review Board (IRB)

is responsible for ensuring compliance with established federal and university procedural and ethical guidelines for research.

The mission of the Institutional Review Board is to:

1. Guard and protect the rights and well-being of human subjects,

2. Promote the integrity of researchers in demonstrating

leadership and compassion in dealing with their research

subjects,

3. Foster community respect for Trevecca's process in carrying

out quality research while ensuring the dignity of research participants,

4. Ensure compliance with established federal and university procedural and ethical guidelines.

Responsibilities

The Institutional Review Board will review all research involving

human subjects. The IRB may approve, modify, or disapprove any research project not meeting the principles and ethical constraints

of governmental or university guidelines concerning treatment of

human subjects. The board will be responsible to review initial

projects, projects continuing past a 12-month time frame, and any

project where the methodology changes substantively.

Researchers under the auspices of the Institutional Review Board

Everyone whose research involves human subjects should submit an application for approval:

1. All Trevecca faculty, staff, and administrators

2. All doctoral candidates

3. All students doing non-class related research (must be under the supervision of a faculty mentor)

4. All non-Trevecca persons applying to use Trevecca's students, faculty, staff, or administrators in their research

5. All faculty members requiring class-related research must submit a general outline of their students' projects to ensure the

safety of human subjects and to establish accountability.

Training

Any research involving humans or human tissues conducted under the auspices of Trevecca Nazarene University must be reviewed by

the Trevecca Nazarene University Institutional Review Board

(IRB). Research with minimal involvement of human participants,

such as surveys or questionnaires, require some procedural IRB review. Anyone whose research project requires IRB review must

submit a completed certificate indicating that he or she has

completed the training.

The following people may require training, depending on their

research:

Doctoral students

Doctoral advisors

Students whose thesis research involves human subjects

Thesis advisors of students whose thesis research involves human subjects

Students conducting non-class-related research under the guidance of a faculty member

Researchers applying to use Trevecca Nazarene University's students, faculty, staff or administrators in their research

For further details and training instructions check Research on the Trevecca Web site: http://www.trevecca.edu/academics/research/

Contact Information

For questions about the Institutional Review Board, human

subjects research, or other research-related issues, contact the Chair in the Institutional Review Board via email at

[email protected] or by regular mail at the following address:

Institutional Review Board Office of Academic Affairs

Trevecca Nazarene University

333 Murfreesboro Road

Nashville, TN 37210

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FINANCIAL SERVICES| 29

Trevecca Nazarene University offers the Federal Direct Stafford

Loan Program to students enrolled in the graduate programs. A student must be admitted to the University before an award will be

made.

The academic unit program office (or if so designated the School of Graduate and Continuing Studies) will coordinate academic

registration of the students enrolled in unit programs. Completing

academic and financial registration is the student’s responsibility.

Students are expected to make all necessary arrangements with the

Office of Financial Aid. Students assigned to an out-of-town

rotation, must make all arrangements before they leave. Students

should always check with the Office of Financial Aid in advance,

however, to avoid any delays in assignment of financial aid, etc.

PAYMENT

The following financial policies apply to all graduate students. All charges are due and payable at the beginning of the semester.

If charges are not paid when due, a late fee of one and a half percent (1.5%) will be added at the end of each month for charges

that are over 30 days old. (This includes students who have applied

for and not yet received financial aid.) Any student who has

become delinquent through failure to make payment will be subject

to disenrollment until such matters are satisfactorily resolved with

the accounting office. Students will not be allowed to enroll for subsequent semesters unless all obligations from a previous

semester have been satisfactorily resolved. If it becomes necessary

to refer a student's account to an outside collection agency, the

student will be responsible for all costs of collection, including

reasonable attorneys' fees, if applicable.

Diplomas, certificates, and transcripts will not be issued until all financial obligations to the University are paid in full. For

immediate release, payment must be in the form of cash, credit card, money order, or cashier's check. Payment by personal check

will necessitate a delay of ten working days before transcripts or

diplomas will be released. The University reserves the right to

make financial changes for tuition and fees as approved by the

Board of Trustees.

Graduate Tuition/Charges per Credit Hour

Education-MAT

$599

Education-SAIL

$525

Education-CAI $395

Education-CSE $395

Education-MSID $395

Education-Ed Leadership $512

Education-ESL $395

Library Science $614

Management (MSM, MBA - on campus & online)

$520

MSIDT $395

Instructional Design & Technology (M.S.) $395

Physician Assistant (per semester) $13,185

Counseling $636

Counseling-PhD $799

Religion $350

Organizational Leadership $395

Leadership-EdD $699

Technology Fee (per course) $50

Additional fees/charges are listed in individual program sections of this catalog supplement or the fees may be

combined with other program fees in some programs.

Questions regarding payment or account status may be answered by contacting SGCS Financial Services.

BOOKS AND MATERIALS

• All students attending non-traditional programs are required to receive books as part of their Trevecca program.* Books are to

be purchased through the Tree of Life Bookstore only. This

service prevents the inadvertent purchase of a wrong edition

and also saves time and money shopping around buying books

from several sources.

• Students have the option to make their default new, used, or rental books; some books are consumable and will be

available as new only. The precise books students need are delivered to their doorstep.

• Books are shipped one to three weeks prior to the class start date so students will have them in plenty of time. Therefore, if

students have an address change or need to withdraw from the

course, they must notify Trevecca at least 21 days before the

class is scheduled to begin.

• A resource fee is assessed for each course and added to the student bill. If a student qualifies for financial aid, the fees

will be paid with whatever financial aid that has been awarded,

after tuition. If a student does not qualify for financial aid, the

book fee may be paid with tuition.

Financial Services

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30| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

*Exception: Students in the Graduate Counseling and PA Programs should consult program administrators for specific details regarding books and

materials.

FINANCIAL AID POLICY

Graduate students who are taking at least three (3) hours of course work in a degree-seeking program and are in good standing on past

federal student loans are eligible to apply for a Federal Direct

Unsubsidized Stafford loan.

Students are expected to be making satisfactory progress toward a degree. Students receiving federal student loans must be enrolled

for at least three (3) hours at the beginning of each semester. Failure to enroll will result in all or a portion of the loan being

returned to the lender.

To meet federal regulations regarding enrollment status pertaining to loan disbursements and refunds from loan proceeds, the

University must delay the disbursement of loan proceeds until at

least three weeks into each semester.

Students must submit a new application for federal aid (FAFSA) each year they are enrolled and want to receive federal loans. This

can be done online at www.fafsa.ed.gov. Students must monitor

their funds and call the Office of Financial Aid when additional funds are needed.

Information concerning financial aid is available on TNU4U. You may also call the Office of Financial Aid at 615-248-1242 or email

[email protected].

REFUND POLICY FOR 6-WEEK AND 12-WEEK

COURSES

Refund policy for a 6-week course*:

Days in Class

Refund Percentage

0 days

100%

1 - 7 days

75%

8 - 14 days

50%

day 15 and after

0%

Refund policy for a 12-week course*:

Days in Class

Refund Percentage

0 days

100%

1 - 14 days

75%

15 - 28 days

50%

day 29 and after

0%

*courses lasting longer than 65 days will use the 12 week refund formula.

It is the student’s responsibility to withdraw from class.

***Failure to attend class DOES NOT CANCEL ENROLLMENT.***

REFUND POLICY FOR GRADUATE COURSES

MEETING 12 TIMES/SEMESTER

Days in Class

Refund Percentage

0 days of participation

100%

through day 14

75%

through day 28

50%

day 29 and after

0

REFUND POLICY FOR THE PHYSICIAN

ASSISTANT PROGRAM

The Refund Policy for the Physician Assistant Program is the same as the Undergraduate Refund Policy — available in the University

Catalog.

SATISFACTORY ACADEMIC PROGRESS (SAP)

FOR FINANCIAL AID

Students must be completing 67% of their attempted hours during their program of study. SAP is reviewed upon the completion of

the second semester. Students must also maintain a minimum 2.0

GPA. Failure to meet these policy requirements will result in a

suspension of financial aid.

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FINANCIAL SERVICES| 31

REMOVAL FROM FINANCIAL AID

A student, who fails to meet the standards of progress, as outlined

under above, will be removed from federal financial aid.

Note: Removal from financial aid does not prevent a student from

enrolling in Trevecca with his/her own finances if he/she is

eligible to re-enroll.

Appeals Students removed from financial aid can appeal that decision to the

SGCS SAP Appeals Committee. The appeal must be prepared in

writing and be accompanied by appropriate supporting documents.

Reasons that may be acceptable for the appeal are:

1. Serious illness or accident on the part of the student. An appeal of this type will normally require a supporting statement

from the doctor.

2. Death or serious illness in the immediate family.

Appeals must be received by the Director of Financial Aid for

SGCS no later than 14 days following the receipt of the SAP Suspension notice. If the appeal is approved the student is required

to complete one term on probation with a full-time load of

coursework and maintain the minimum grade level GPA in the

following term. Students are limited to a total of two appeals while

enrolled at Trevecca.

BENEFITS FOR VETERANS

Veterans may be eligible for educational assistance under Public Law 94-502 and 95-202, 96-342, 96-466, 98-525, 99-576, and 100-

48. Application should be made to the Veterans Administration

regional office having custody of the veteran’s file.

Public Law 634 and Public Law 90-631 provide educational assistance to (1) widow, sons, and daughters of deceased veterans

who died while in service, or after discharge from a service-connected disability; and (2) wives, sons, and daughters of veterans

who have service-connected disability considered to be total and

permanent in nature. Application should be made to the Veterans

Administration regional office having custody of the veteran’s file.

Under the provisions of Public Law 894, veterans who, as a result of a service connected disability, require re-training or other

vocational rehabilitation, may be entitled to educational assistance.

Inquiry should be made to the Veterans Administration regional office having custody of the veteran’s file.

Certificates of eligibility to be used at registration will be issued by the appropriate regional office of the Veterans Administration to

those who are eligible for educational benefits. Questions regarding

veterans’ benefits at Trevecca should be directed to the registrar.

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32| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

As a Christian liberal arts university, Trevecca Nazarene University

encourages each student to develop his or her abilities fully in the area in which God provided them. Developing these abilities in a

Christian environment is marked by a warm, supportive

relationship with others, which encourages being and doing what

will contribute to those positive ends. For this reason, each class

begins with a devotional/inspirational thought and/or prayer. A

life style that is positive, considerate of the rights and privileges of others and based upon other ethical concepts will lead to achieving

the most that life has to offer.

It is expected that whenever class is in session, all attention is directed toward whoever is leading the class. Any activity that

disrupts or distracts the instructor or classmates is unacceptable.

This includes hallway noise. Please move conversations away from

any classes or testing in progress. In keeping with the desire to

create an environment that is conducive to learning, please do not bring children to class.

ACADEMIC HONESTY

Academic honesty is expected of all students at Trevecca Nazarene University. It is an integral part of the educational process where

learning takes place in an atmosphere of mutual trust and respect. Each student is responsible to maintain high standards of academic

ethics, personal honesty, and moral integrity. Dishonest academic

behavior will be dealt with fairly and firmly.

The following types of infractions may result in course failure and/or program termination:

1. Plagiarism, using another's statements or thoughts without giving the source appropriate credit.

2. Cheating on an exam.

3. Unauthorized multiple submissions of the same paper or major parts of a paper for another assignment.

4. Submitting a borrowed or purchased paper for course credit.

5. Defacing or unauthorized removal of course materials either from the classroom or library.

6. Signing the roll for someone who is not present in class.

7. Falsifying documentation including logs, reading lists and other

self-reported items.

ATTENDANCE

The rationale for a strict attendance policy is best understood when viewed in the light of the unique program design. Class attendance

is an important student obligation, and each student is responsible

for all work conducted in class meetings. Many of Trevecca's graduate programs are accelerated, and a great deal of material is

covered in a relatively short time. As a result, attendance and

participation are crucial to the success of the learner in the course.

It is essential and expected that learners attend all class sessions.

Making up missed class time is nearly impossible; therefore,

maintaining the integrity of the course dictates a strict attendance

policy. Class attendance is an important student obligation, and

each student is responsible for all work conducted in the class

meetings. Please refer to the Academic Policies section for the

detailed attendance policy (p. 22).

Class Cancellation

A decision to cancel class due to inclement weather, faculty illness, or other reasons will be made by the program director.

Announcement of cancellation will be sent to appropriate faculty

and class members by 3:00 PM for an evening class or by 6:00 AM

for a Saturday class. If inclement weather conditions arise after the

class begins, the class and faculty member will jointly decide

appropriate action. All cancelled classes must be made up during

the remaining weeks of the course. Faculty members will schedule

a make-up session through the program office.

Any variation from the class schedule outlined in the program calendar must receive prior approval from the program director.

Inclement Weather Policy

A decision to postpone classes due to inclement weather will be made as early as seems appropriate and will be communicated to

Nashville-area radio and television stations. Contact will also be made through the e-mail distribution lists maintained by the

director of the graduate programs. The posted Saturday schedule

may be interrupted in order to make up a postponed class.

Students should maintain enough flexibility to accommodate

calendar changes.

Emergency Alert System

Trevecca offers a free emergency alert system that will warn subscribers by phone or e-mail when the potential for a campus

emergency exists. This service has the capability to send both voice and text to your cell phone. See the Campus Security and

Emergency Alert Systems (p. 35) section of this catalog for details.

CELLULAR PHONE USAGE

As a courtesy to the professor and other students, personal cellular

phone calls should not be taken during class. In rare situations, it may be appropriate for a student to take a personal call, but

arrangements for those calls should be made in advance with the

instructor.

Please keep in mind the following policies:

1. Cell phones should be set to vibrate. If a student receives a call, he or she must leave the room and close the door before

answering the call.

2. Students who do not have a vibrate feature on their phones must turn off their phones.

3. During break times students may make calls as necessary or respond to messages if accomplished within the time allotted

for breaks. Students are expected to be present for class once

breaks are completed.

Professional Performance

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PROFESSIONAL PERFORMANCE| 33

DRESS CODE

The Trevecca Nazarene University community recognizes that

there is a positive correlation between the appearance of students and the development of self discipline and self respect. Personal

appearance should be appropriate to the occasion, neat, clean and

modest. Dress and grooming should be consistent with and

contribute to a vital Christian witness. Students not observing the

personal appearance policies of the university should expect to be

approached by faculty, staff, or administrative personnel. Those refusing to comply with university policies will be referred to the

appropriate program director. If students are uncertain about the

dress code, they should ask the appropriate program director for

clarification.

While the University attempts to allow for individual freedom and

personal choice, there are times when these must give way to

group conscience and practice. Whether on or off campus students

are encouraged to remember that they represent Trevecca Nazarene University. The following guidelines are listed to provide

a framework for interpreting the dress standards. Individual

programs may have more detailed dress requirements.

1. Short shorts/skirts and form fitting items are not permissible. Shorts should be mid-thigh or longer.

2. Clothing giving the appearance of being undergarments and/or sleepwear is not permissible as outerwear.

3. Revealing clothing is inappropriate.

4. Footwear must be worn in all campus buildings.

5. Men's tank tops, half-shirts, and cut-away shirts are not

permissible.

While these guidelines are provided to aid in defining what is modest, one should realize some clothing that meets these

guidelines may still appear immodest. For example, clothing which

appears modest while standing may be quite immodest in some

seated positions. All student members of the community are

subject to the stated dress policies, including adult studies and

graduate level students.

The Office of Student Development is responsible for the

interpretation of the dress policies of the University. Any questions may be directed to the appropriate program director.

OBSCENE LANGUAGE AND LITERATURE

Vulgar, foul, or profane language will not be tolerated on campus. Pornographic materials, literature, or pictures are not allowed. The

Trevecca computer network is not to be used to transmit threatening, obscene, harassing, or pornographic materials.

Violations will result in disciplinary action.

ALCOHOL

The University recognizes the danger to the safety of others and

one’s ethical responsibilities resulting from the use of or possession of alcoholic beverages and therefore insists that all members of the

University community abstain from possessing or using them on

campus property. When attending a school-sponsored or any

professional event or requirement, it is expected that the student

will conduct herself/himself in an appropriate manner consistent

with all University and program behavioral standards.

TOBACCO

The University recognizes the danger to health in the use of tobacco products and thus prohibits the use or possession of

tobacco on campus property. When attending a school-sponsored

or any professional event or requirement, it is expected that the

student will conduct herself/himself in an appropriate manner

consistent with all University and program behavioral standards.

DRUGS

Trevecca Nazarene University forbids the use, possession, and or/distribution of marijuana, narcotics, or other illicit drugs. The

medical use of drugs may be permitted when prescribed by a

licensed health care provider. The complete policy can be found at http://s3.amazonaws.com/trevecca.edu/resources/Trevecca_D

AAPP_2015.pdf.

FIREARMS, FIREWORKS, SMOKE BOMBS, FIRE

ALARMS, AND FIRE EXTINGUISHERS

Firearms are forbidden on campus. The possession, sale, or firing of fireworks, fire crackers, explosives, guns, and other items of

similar nature is prohibited by University regulations and by the

Metro ordinances. Regulations prohibit setting false fire alarms or discharging of fire extinguishers. Violators will be subject to a $500

fine and/or suspension by the University as deemed necessary, and

may be fined by the Metropolitan Government of Nashville and

Davidson County.

SEXUAL HARASSMENT

Trevecca Nazarene University is committed to providing and maintaining a healthy learning and working environment for all

students, staff, faculty and other members of the University's

community, free of discrimination and all forms of sexual and

gender harassment, which diminish the dignity or impede the

academic freedom of any member of the University community. In accordance with Trevecca Nazarene University’s Wesleyan values,

its role as an educational institution, and both federal and state law,

the University condemns any form of sexual [or gender]

harassment [or assault] and is committed to taking action to

prevent and eliminate all forms of them, including coercive sexual

behavior. Further, the University condemns any acts in violation of this policy involving any third parties, including visitors, guests and

agents, representatives and employees of suppliers or contractors,

and will take violations of this policy by such parties into

consideration in the awarding of contracts and the future conduct

of business.

Sexual and gender harassment are not only repugnant to the Trevecca community and a violation of this policy, but may be

criminal offenses according to Tennessee or federal law. Members of the University's community who have been found in violation of

statutes related to sexual harassment and/or assault may be subject

to additional University disciplinary action. Trevecca’s full policy

regarding sexual harassment, including procedures for filing a

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34| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

complaint, can be accessed in the Student Handbook found on the

Intranet TNU4U page.

SEXUAL ETHICS

Recognizing that true maturity involves a deep respect for the moral integrity of the individual, we expect men and women

attending this University to refrain from engaging in acts of sexual

immorality, such as premarital and extramarital relations,

heterosexual and homosexual advances, and sexual perversion of

any form.

Sexual relationships outside marriage are inconsistent with Trevecca’s Wesleyan values. Any employee or student found to

have engaged in such conduct is subject to disciplinary action, up to and including termination and/or expulsion.

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UNIVERSITY SERVICES| 35

All students at Trevecca are welcomed into a community, one that

genuinely cares about its members. The theme of "community" is one that pervades all of campus life and all of the relationships that

develop on a university campus.

ALUMNI ASSOCIATION

“Keeping Trevecca alive in the hearts and minds of its alumni” is a

primary goal of Trevecca's Alumni Association. With graduates and former students located throughout the world, the association

seeks to be the communication link between the University and its

alumni.

Through the Office of Alumni Relations various activities are conducted to encourage strong alumni support. These activities

include homecoming weekend, commencement functions, special

interest alumni group meetings, and alumni fund raising activities.

The Treveccan, issued quarterly, is the official magazine of the University and serves as the major information channel for alumni

and friends. It contains a section titled “AlumNews,” which highlights alumni activities and achievements.

“News from the Hill” is an electronic newsletter produced monthly with campus information.

BOOKSTORE

The Trevecca Bookstore is located in the lower level of the Jernigan Student Center. Paper, pencils, pens, and other necessary

stationery supplies may be purchased there, as well as a limited supply of personal items. The bookstore also has Trevecca logo

clothing, giftware, and snacks. The bookstore website is

www.tnubookstore.com.

CAFETERIA/THE HUB/THE CUBE

The cafeteria is located in the Jernigan Student Center. A variety of foods are offered including meat and vegetables on the hot bar, a

salad and fruit bar, desserts and drinks, and more. Prices are very

reasonable. Hours of operation are posted on the door of the

cafeteria and may vary during the weekends and summer.

The Hub is located on the lower level of the Jernigan Student Center, and The Cube is located in the Boone Business Building.

They serve sandwiches, drinks, and other fast foods.

CAMPUS EVENTS

All adult studies and graduate students are encouraged and welcome to attend campus events. These can be found on the

main Trevecca website. Trevecca desires all students to be an

integral part of campus life at all levels.

CAMPUS SECURITY AND EMERGENCY ALERT

SYSTEMS

The Trevecca Security Department operates 24 hours a day, 7 days

a week. All students are permitted to bring cars to campus.

However, all cars must be registered with campus security and are

subject to traffic control regulations of the University and Metro

Nashville. Any student who desires to be accompanied to his/her

vehicle at any time may call the Office of Campus Security at

615.642.3523. Students should report any disturbances and or

suspicious activity to the Office of Campus Security.

• The University is very serious about protecting the lives and

property of all our students and employees. We have invested in two (2) separate Emergency systems. The TNU Emergency

Alert System will be used by the University to send emergency

messages via telephone (voice & text) and e-mail to students

and employees. It will not be used for any other purpose, such

as general notifications, SPAM, advertising, etc. In order to

receive these emergency messages, you must first register your contact information. Go to http://emergency.trevecca.edu,

provide the necessary information and click submit. Please

take advantage of this potentially life-saving

service and register immediately!

• The TNU Emergency Siren System consists of externally mounted sirens at two locations on campus which are

programmed to deliver audible messages followed by specific

siren tones in case of an emergency. Please visit http://www.trevecca.edu/offices-services/emergency-

alert-systems for more information.

CENTER FOR LEADERSHIP, CALLING, AND

SERVICE

Career Services

Through the Office of Career Services, the University offers a variety of career-based services to its students and alumni.

Available areas of service are in personal assessment of life calling

and career planning, career exploration and research, internships, job-search strategies and education, mentorship, and referral.

Counseling Services

Counseling services are free of charge for currently enrolled students. Such services as individual therapy, couples therapy, or

pre-marital therapy are available. The Counseling Center is located

in the Center for Leadership, Calling, and Service and is available

for all currently enrolled undergraduate and graduate students. The

center is open from 8 a.m. to 4:30 p.m., Monday through Friday.

Call 615-248-1653 for an appointment.

Academic Services

Housed on the upper level of the Center for Leadership, Calling,

and Service, the Office of Academic Services provides academic support for students. This support includes workshops on various

academic topics, writing assistance at all phases of the writing

process, best test preparation strategies, and assistance with the

development of study methods. Students who wish to use these

services should make an appointment by calling 248-1376 or 248-

1346.

University Services

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36| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

SCHOOL OF GRADUATE AND CONTINUING

STUDIES

The School of Graduate and Continuing Studies (SGCS) is the primary unit at the University providing services to non-traditional

students enrolled in adult studies programs, graduate studies, and

online courses within the five university schools. The services include marketing, recruitment, admissions, and enrollment help

for students in all non-traditional programs. In some cases,

the SGCS is involved with student advising, providing student

support services, course and faculty scheduling, and improving the

instructional use of technology. The goal of the unit is to provide

all services necessary and desired by each of the schools to ensure the highest level of effectiveness with the greatest efficiency.

HOUSING

Trevecca offers apartments for rent on the campus for married students and other personnel (University Terrace Apartments).

Most of them are one-bedroom and two-bedroom unfurnished apartments. The coordinator of these apartments can give more

specific details regarding the amount of rent, availability, and

regulations. To arrange for apartment housing, contact the

coordinator at 615-248-1424. For guest housing, a limited number

of rooms are available at a minimal rate. These may be reserved by

calling 615-248-1249, Monday through Friday, 8:00 a.m. to 4:00 p.m.

IDS

Trevecca provides student ID cards for all adult studies and graduate students. Program coordinators are responsible for

scheduling pictures and issuing IDs. Students are asked to carry these IDs with them on campus at all times.

LIBRARY

Waggoner Library provides an attractive and inviting place for learning through research and study. Group study rooms are

available to students to help them complete small group assignments. Books may be checked out for several weeks. Items

on reserve and media materials are also available for a limited-time

checkout.

Graduate students, on and off campus, have full access to Waggoner Library and all its services. Research databases are

accessible from the Internet 24 hours a day, 7 days a week. The

library website http://library.trevecca.edu serves as a portal to all

resources available. Print books, electronic books and media are searched through the online catalog. The full texts of journal

articles are available through the databases on the Electronic

Resources page. Full text journal databases available include ATLA

Serials (Religion), Business Source Premier, Digital Dissertations

Full Text, ERIC Plus Text, Library Literature & Information

Science, PsycARTICLES, and others. See the library website for a complete list of electronic resources.

Inter Library Loan services are available for items not in Trevecca’s collection and can be requested online from the library website.

A library orientation, where students receive information and training on how to use the library’s resources, is given early in the

first class for new student groups both on and off campus. On-

campus students will come to Waggoner library; a librarian will

visit each off-campus site for orientation.

Doctoral study rooms are available to doctoral students. Located on the second floor of the library, these rooms provide a quiet

place to research or collaborate. To use a doctoral study room, the doctoral student must present his or her ID at the Circulation

Desk to check out a key.

Hours (fall and spring semesters) are:

Monday - Thursday: 8:00 A.M. - midnight

Friday: 8:00 A.M. - 6:00 P.M.

Saturday: 10:00 A.M. - 5:00 P.M.

Sunday: 2:00 P.M. - 5:00 PM, 8:00 P.M. - midnight

Hours (summer semester) are:

Monday - Thursday 8:00 A.M. - 8:00 P.M.

Friday 8:00 A.M. - 6:00 P.M.

Saturday 10:00 A.M. - 5:00 P.M.

Sunday CLOSED

Library materials may be returned after hours by placing them in the book drop on the front portico at the left of the main entrance.

Seasonal and holiday schedules may be accessed through the

library's website (http://library.trevecca.edu) or by phone (615-248-1214). Graduate students are subject to fines and overdue

charges. E-mail reminders and overdue notices are sent to the

student’s campus e-mail account.

PARKING FOR ON-CAMPUS PROGRAMS

All students are required to register their vehicles and obtain a parking permit. Vehicle registration can be completed online at:

https://www.thepermitstore.com/.

Follow the vehicle registration instructions, and a “C” parking permit will be mailed to you. Multiple vehicles can be registered. A

“C” parking permit will allow parking in any of the three

designated commuter parking areas, which are located in the Hart

Street Tidwell “A/C” parking area, the North Drive “A/C”

parking area, and the Trevecca Community Church parking area. Further parking policies/instructions can be found in the Student

Handbook, available online. Any questions regarding vehicle

registration can be answered by calling the Office of Campus

Security at 615-642-3523.

SERVICES FOR STUDENTS WITH DISABILITIES

Trevecca is committed to the provisions of the Rehabilitation Act of 1973 and the Americans with Disabilities Act as the University

strives to be an inclusive community for students. A wide range of

accommodations is available to provide access to Trevecca's

facilities, academics, and programs. Individuals seeking

accommodations for any type of disability are encouraged to contact the coordinator of student disability services in the Center

for Leadership, Calling, and Service at 615-248-1463 for

information concerning the documentation of a disability and the

procedure for implementing accommodations.

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UNIVERSITY SERVICES| 37

SPIRITUAL FORMATION

Grounded in the optimism that God’s grace can transform hearts

and lives, Trevecca Nazarene University seeks to provide all members of the community with a context for spiritual growth as

well as opportunities to participate in various means of grace.

Graduate students are encouraged to participate in these

opportunities as well as in a local church or Bible study. Central to

Trevecca’s purpose is the integration of faith and learning in all

programs. Faculty in the graduate programs usually start a class with a brief devotional and prayer. Students with spiritual needs are

encouraged either to talk with a faculty member, the program

coordinator, or a member of the University chaplain’s office.

INFORMATION TECHNOLOGY SERVICES

Information Technology Services (ITS) is located on the lower level of the Adams Administration Building. ITS provides all

computer, printer, network, and telecommunications support for

our campus community. Some services provided by the ITS

department are as follows:

Network Account Citrix

TNU4U (portal) Computer Labs

Email (Office 365) Self-Service Access

Blackboard (online learning) Wired & Wireless

Computer purchases Helpdesk

Campus Security/Emergency Alert

The Acceptable Use Policies are located at http://trevecca.edu/its. By using the technology provided by Trevecca Nazarene

University, you agree to abide by the Acceptable Use Policies.

Please read the Acceptable Use Policies in their entirety to ensure

that you understand all the terms and conditions contained therein:

• Network Acceptable Use Policy

• E-Mail Acceptable Use Policy

• Intranet Acceptable Use Policy

• Internet Acceptable Use Policy

• Wireless Acceptable Use Policy

Any violation of these or other University policies may result

in disciplinary action, including the termination of your network, e-mail, and/or internet access.

For more information about the services provided by the ITS

Department, visit http://trevecca.edu/its and click the Student

Technology Info link or any other link that may be more specific

to your interest.

For 24-hour assistance, please contact the ITS HelpDesk: [email protected] or 615-248-1223.

TRANSCRIPTS

The transcript of a student's academic record will be released by the registrar only upon receipt of the student's written request. No

transcripts or diplomas will be issued until all financial accounts

have been settled satisfactorily. There is no charge for copies of

transcripts.

VEHICLES

All students are permitted to drive cars on campus; however, all cars driven on campus must be registered with the Office of

Campus Security and are subject to traffic control regulations of

the University and Metro Nashville.

SOURCES OF INFORMATION

The University welcomes visitors to the campus at any time. During the academic year the administrative offices are open between the hours of 8:00 A.M. and 4:30 P.M., Monday through Friday.

Below are listed the offices to which inquiries of various types should be directed:

Academic Affairs 615-248-1258 [email protected]

Academic Records 615-248-1268 [email protected]

Center for Leadership, Calling, and Service 615-248-1346 [email protected]

Academic Services 615-248-1376 [email protected]

Career Services 615-248-1346 [email protected]

Counseling Services 615-248-1653 [email protected]

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38| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

Disability Services 615-248-1463 [email protected]

Testing Services 615-248-1346 [email protected]

Admissions

Traditional Undergraduate Admissions 615-248-1320 or 888-210-4TNU

[email protected]

Graduate and Continuing Studies Admissions 844-TNU-GRAD [email protected]

Graduate Education Admissions 615-248-1529 or 844-TNU-GRAD

[email protected]

Graduate Counseling Admissions 615-248-1384 [email protected]

Graduate Religion Admissions 615-248-1529 or 844-TNU-GRAD

[email protected]

Graduate Physician Assistant Admissions 615-248-1225 [email protected]

Graduate Leadership Admissions 615-248-1529 or 844-TNU-GRAD

[email protected]

Graduate Business Program Admissions 615-248-1529 or 844-TNU-GRAD

[email protected]

MHR, BAM ,CIT, HIT, CMO, and HCA Program Admissions

615-248-1529 or 844-TNU-GRAD

[email protected]

Post-Baccalaureate Admissions 615-248-1390 [email protected]

Athletics 615-248-1271 www.tnutrojans.com/

Alumni Relations 615-248-1350 [email protected]

Blackboard [email protected]

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UNIVERSITY SERVICES| 39

Campus Visitation 615-248-1320 or 888-210-4TNU

[email protected]

Financial Aid (Traditional Students) 615-248-1242 [email protected]

Financial Aid (Graduate and Continuing Studies) 615-248-1427 [email protected]

ITS (e-mail, TNU4U, or other computer-related issues)

615-248-1223 [email protected] or www.trevecca.edu/its

Library Services 615-248-1223 library.trevecca.edu/

Security and Auto Issues 615-642-3523

Student Accounts 615-248-1242 [email protected]

Student Development 615-248-1245 [email protected]

Veteran's Benefits 615-248-1268 [email protected]

PROGRAM CONTACTS

Graduate Business and Technology 615-248-1529

844-TNU-GRAD

www.trevecca.edu/mba

Master of Science: Management

Master of Science: Information Technology

Master of Business Administration

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40| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

Graduate Counseling 615-248-1384

www.trevecca.edu/gradcounseling

Master of Arts: Counseling

Master of Marriage and Family Therapy

Ph.D.: Counseling: Teaching and Supervision

Graduate Physician Assistant 615-248-1225

Master of Science: Medicine

Graduate Education 615-248-1201 Fax 615-248-1597

Master of Arts: Teaching K-6, 7-12

Master of Education: Educational Leadership K-12

Master of Education: English Second Language

Master of Education: Curriculum and Instruction K-12

Master of Education: Curriculum and Instruction for Christian School Educators K-12

Master of Education: Visual Impairments Special Education

Master of Library and Information Science K-12

Ed.S.: Specialist in Accountability and Instructional Leadership

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UNIVERSITY SERVICES| 41

Graduate Religion 615-248-1378

Fax 615-248-7417

Master of Arts: Religion: Biblical and Theological Studies

Master of Arts: Religion: Christian Ministry

Graduate Leadership 615-248-1529

[email protected]

[email protected]

Master of Organizational Leadership

Ed.D.: Leadership and Professional Practice

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42| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

Master of Science: Management

Master of Business Administration: Management

Master of Science: Information Technology

Skinner School of Business and Technology

Boone Business Building

615-248-1529 • 1-800-818-4256

[email protected]

www.trevecca.edu/msm

www.trevecca.edu/mba

www.trevecca.edu/msit

Graduate Business Program

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GRADUATE BUSINESS PROGRAM| 43

THE SKINNER SCHOOL OF BUSINESS AND

TECHNOLOGY

The Skinner School of Business and Technology includes the Department of Business Administration and the Department of

Information Technology. The Skinner School of Business and

Technology (SSBT) offers undergraduate and graduate programs in business and information technology. The Department of Business

Administration offers the Bachelor of Business Administration

(BBA) degree with concentrations in accounting, community

development, information technology, E-commerce, digital

multimedia communication, music business, marketing and

management. The Department of Information Technology offers the Bachelor of Science (BS) degree in Information Technology

with concentrations in digital graphic design and multimedia, web

development, and specialized computing for traditional students.

The Skinner School of Business and Technology also offers

nontraditional baccalaureate and master's degree programs in

management, business administration, and information technology for working adult students. Graduate business programs are

offered leading to the following degrees: Master of Science in

Management (MSM) and Master of Business Administration

(MBA).

A major goal of the school is to enable students to develop strong competencies in their chosen career fields, thereby preparing them

to make positive contributions to their professions and society.

Programs focus on fulfilling the mission of the University by developing business and technology leaders and managers who

understand and appreciate Christ's call to servanthood as the

foundation of effective leadership and management.

General Description

The graduate programs are innovatively designed based on the lifestyle and needs of today's highly mobile graduate business

students. The curriculum requires few prerequisites and has an

integrated, applications-based qualitative and quantitative focus.

The curriculum promotes a learning environment where students

use an integrated systems approach to hone organizational management and leadership skills and techniques. This approach

encourages students to view problems from many perspectives and

to identify comprehensive business solutions that incorporate key

issues such as strategic planning, globalization, and market and

product development within the scope of legal environments and

business ethics. Students are also challenged to consider critical issues such as normal organizational constraints of human,

operational, and financial capital in their decision making

processes. Finally, students learn to apply implementation skills

including visionary leadership, effective communication, team-

building, and change management to an increasingly diverse

workforce.

The delivery system is unique as well. The curriculum is

modularized, concentrated, focused on team-based learning, and designed specifically for working adults and recent business

graduates who desire to incorporate their diverse academic and

experiential backgrounds into their learning process.

The MSM Program is composed of 30 semester hours and takes approximately 18 months to complete. The MBA Program,

composed of 42 semester hours, takes approximately 24 months to

complete. The program courses are designed to strategically build

on one another. Each cohort group will move through the

program one course at a time, in a lock-step fashion. Classes meet one night each week in four-hour sessions.

Students are a part of a cohort group who will attend all the courses together, forming an important, cohesive support group.

Classes are taught seminar/discussion style. Team-based learning

approaches are emphasized, capitalizing on student collaboration

and peer accountability. The graduate faculty is committed to

instructional strategies and assessment methods that allow for

maximum synthesis, exploration, and analysis by the students at a graduate level of depth and complexity.

The aim is to extend the students’ knowledge and intellectual

maturity and to equip the student with specialized skills and a sense

of creative independence that will allow the student to provide

effective leadership in any organization. Competency-based

evaluation methods, application-based projects, learning contracts,

and other individualized instructional techniques are used wherever

appropriate.

Greetings from the Dean

The Skinner School of Business and Technology seeks to provide a quality learning environment that calls students to excellence in the

marketplace.

To the task of continuing to develop your talents and to become

truly “excellent,” I welcome you whole-heartedly to the Skinner School of Business and Technology. If I may be of help to you,

please do not hesitate to let me know.

James T. Hiatt, B.S., J.D., M.B.A. Dean, Skinner School of Business and Technology

Associate Vice President for Academic Programs

From the Graduate Programs Director

Welcome to the Skinner School of Business and Technology at Trevecca Nazarene University. We are pleased and excited to have

you as part of the Trevecca community. I believe you will find our

graduate programs challenging and rewarding as you seek to

prepare yourself for the changing marketplace. Our goal and desire

is to help equip you with the knowledge and tools necessary to effectively lead and support organizations. Based on the University

and School missions, we seek to develop business and technology

leaders that exemplify Christ and serve as models in the workplace.

I hope you find your experience at Trevecca rewarding and a true

blessing. I look forward to being of help to you on your journey.

May the Lord richly bless you along the way!

Rick Mann, B.S., M.Div., M.A., Ph.D., M.B.A.

Director, Graduate and Professional Studies

Admission Policies and Procedures

MSM/MBA Admission Requirements

Admission into the MSM or MBA programs is competitive and based on a careful appraisal of the applicant's academic record,

performance, and work experience, if any.

To be considered for admission, applicants must:

1. Submit an online application.

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44| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

2. Have earned a bachelor's degree from an accredited institution, with a cumulative undergraduate grade point average (GPA) of

2.75 or higher. Applicants must submit one official transcript

from all colleges/universities attended (undergraduate and graduate work). These transcripts must be sent directly (by mail

or fax) from the institution to the School of Graduate and

Continuing Studies Admissions, Trevecca Nazarene University,

333 Murfreesboro Road, Nashville, TN 37210. All hours from

accredited institutions will be considered in calculating the

cumulative GPA.

3. Have prior credit of a college math course (grade "C" or

higher), reflected on transcript, or equivalent.

4. Have prior credit of a college English Composition course

(grade "C" or higher), reflected on transcript, or equivalent.

Students not meeting the minimum requirements may request

conditional admission from the Skinner School of Business and Technology Graduate Admissions Committee.

Conditional Admission

If the admissions requirements are not fully met, the Skinner School of Business and Technology (SSBT) Graduate Program

Director will review the applicant’s file and may grant admittance

to the program on a conditional status. A student receiving

conditional admission must have at least a GPA of 3.0 at the completion of 9 credit hours in the program. If this condition is

met, the student will be granted full standing admission in the

program and will be subject to the standard program policies. If

the condition is not met, the student is placed on academic

suspension. After a three-month waiting period, the student may

petition to return to the program. The student must submit a written request to the Graduate Program Admissions Committee

for consideration of whether the student should be allowed to

continue under conditional status or be dismissed from the

program. If such determination is made by the committee to allow

further work under conditional status, then the student must have

a 3.0 average after 18 hours in the program. If the student has less than a 3.0 after 18 hours in the program, the student is again placed

on academic suspension. Students interested in being reinstated

should consult the academic suspension policy.

Tuition and Fees

Tuition $520 per credit hour

Technology fee

$50 per course

Total MSM investment $16,100

Total MBA investment $22,540

Note: Additional fees may apply, such as the purchase of textbooks, supplemental course materials, and assessments.

Academic Policies

Graduation Requirements

To receive the Master of Science: Management (MSM), a student must meet the following requirements:

1. The required 30 semester hours of graduate credit must be

completed with a cumulative grade point average of 3.0 or

higher. Note: grades for all graduate courses, including transfer

credits, will be used to calculate the student's cumulative

graduate grade point average.

2. No course or credit hours will count toward graduation if the grade earned is a C- or below.

To receive the Master of Business Administration (MBA) degree, a student must meet the following requirements:

1. The required 36 semester hours of graduate credit must be completed with a cumulative graduate grade point average of

3.0 or higher.

2. No course grade of C- or below will count toward graduation.

Application for graduation must be completed by September 30 for December diplomas and by December 31 for May or August

diplomas.

Graduation requirements are defined by the student's “graduation

year” catalog or the catalog immediately preceding his/her graduation year.

There is no qualifying or exit examination. A student achieves candidacy status in the MSM program when he or she has earned

at least 18 semester hours of graduate credit with a cumulative

GPA of 3.0 or better. A student achieves candidacy status in the

MBA program when he or she has earned at least 30 semester

hours of graduate credit with a cumulative GPA of 3.0 or better.

Probation Policy

Any student receiving a grade of C- or lower in any course will be automatically placed on academic probation. The student may

continue in the program but must repeat that course with a later

group. Once the course which caused the student to be placed on

probation is retaken and a grade of C or better is recorded, then

the student will return to academic “good standing.” If a student

receives a C- or lower during the probationary period, he or she will be placed on academic suspension for a period of three (3)

months.

Each student must maintain a cumulative GPA of 3.0 each semester to remain in academic “good standing.” If the cumulative

GPA falls below 3.0 after the completion of nine hours, the

student will be placed on academic probation for the next nine

hours of the program. Upon gaining the required the 3.0 average,

the student will be again in “good standing.” However, if the student does not increase the average to a 3.0 during the

probationary period, the student is placed on academic suspension

for three (3) months. Students interested in being reinstated should

consult the academic suspension policy.

Suspension Policy

After a three-month waiting period, students who are on academic

suspension may request permission to be reinstated in the program based on a review of the circumstances and information in the

particular student’s case. If the student under suspension has a

GPA of 2.8 or higher, then the student may request permission

from the Director of Graduate and Professional Studies to

continue in the program.

Students with a GPA lower than 2.8, or who have a GPA of 2.8 or higher but were denied permission to be reinstated by the director,

may request permission to be reinstated in the program from the

SSBT Graduate Program Admissions Committee. Requests for

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GRADUATE BUSINESS PROGRAM| 45

reinstatement must be in writing and address the circumstances

that resulted in suspension and how the student expects to be

successful in completing the program.

If the student is granted reinstatement into the program by the Director or the SSBT Graduate Program Admissions Committee,

then the student will be required to retake courses in the first 18 hours of the program until the GPA is 3.0 or better. After the

student attains a 3.0 GPA in the first 18 hours, the student will

once again be placed in good standing and may continue the rest of

the program. If the request for reinstatement is denied, then the

student is dismissed from the program.

Grading System

Trevecca Nazarene University's grading system, based on class work and examinations, is as follows:

Description Grade Quality Points

Exceptional A 4.0

A- 3.7

Superior B+ 3.3

B 3.0

B- 2.7

Average C+ 2.3

*Passing C 2.0

C- 1.7

D+ 1.3

D 1.0

D- 0.7

F 0.0

*Note: A grade lower than a C in a course must be repeated.

Incomplete “I” Given for sickness or emergency reasons near end of a course. The incomplete

must be approved by the teacher and the

program director. The “I” must be

removed within six weeks or the grade will be based on points earned for

completed work.

Withdrawal “W” Granted to a student who officially

withdraws from a class before the end of day 21 for most courses or day 35 for 12-

week courses. The grade of “W” may be

assigned by the program director or the

school dean in extenuating circumstances.

Withdrawal from Courses

The last day to drop out of a course in progress with a grade of W is by the end of day 21 for most courses or day 35 for a 12-week

course during regular business hours. If the student

attends/participates after that time, a letter grade must be assigned.

Any student who wishes to withdraw must contact his/her academic advisor immediately to report that decision. Failure to do

so will result in the student's earning Fs in the classes for which

he/she is registered and not receiving reimbursement.

Withdrawing from a class will result in a graduated refund and may

affect financial aid, so the student should contact his/her financial aid counselor. Failure to attend class does not constitute a

withdrawal, and students will receive an F if not properly

withdrawn.

Withdrawal from Programs

Students who drop out of a group due to an academic issue may continue in a later group with the approval of their academic

advisor. The student must be in good standing and the group he/she selects must have space available. Any student withdrawing

from a program for the second time must seek reinstatement

through the Admissions Committee if a third or subsequent re-

enrollment is desired. A fee of $100 is charged for changing

groups. The $100 fee will officially hold a place in the group

requested but is not applied towards tuition.

Any student withdrawing from an entire program will be governed

by the above regulation for the grade in any module in progress and be given a grade of W for any subsequent modules for which

registration has been completed. Any refund of tuition or fees will

be governed by the Refund Policy which appears in the financial

information section of this catalog.

Any student who wishes to withdraw must contact his/her academic advisor immediately to report that decision. Failure to do

so will result in the student's earning Fs in the classes for which

he/she is registered and not receiving reimbursement.

The Master of Science: Management (MSM) Program

MSM Program Mission

The Master of Science: Management (MSM) program exists to provide a quality graduate-level education for working

professionals as well as recent graduates seeking to further develop their business and management skills in a global and dynamic

environment. The program seeks to equip and empower students

to lead in organizations and functions from a Christian worldview.

MSM Academic Program

The Master of Science: Management (MSM) program is 18 months in length. Each course is 6-8 weeks in length. Classes are scheduled

to meet one night a week. In addition, students will have work and

project time outside the classroom. The distance education portion

of any classes, if offered, may include online self-paced learning or

other technology assisted education such as online classes conducted by the instructor.

The MSM program requires the following prerequisites or their equivalents (9 hours): BUS 3075 Business Foundations (3), ACT

3080 Foundations of Financial Accounting (3), and FIN 3085

Foundations of Managerial Finance (3).The MSM program is 30

credit hours. Students are required to complete set graduate

business core courses and one (1) of four available graduate

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46| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

business tracks. The selection and completion of a track is

required.

MSM Student Learning Outcomes

Graduates of the MSM program should be able to:

1. Synthesize and apply the functional areas of business to meet organizational goals.

2. Design and manage the implementation of complex business solutions.

3. Analyze and evaluate organizational related artifacts to make appropriate management decisions.

4. Diagnose organizational situations and evaluate business strategies in a global context.

5. Apply strategic analysis and planning tools.

6. Communicate and present in a way that enhances organizational effectiveness.

7. Interpret and comply with the business legal and regulatory mandates.

8. Assess and develop the human resources of an organization.

9. Apply advanced quantitative tools and techniques to support

business and organizational development.

MSM Program Curriculum

General Business Core — 18 hours

BUS 5013 Organizational Behavior and Leadership

3

ECO 5023 Global and Economic Environment 3

BUS 6073 Business Analytics 3

ITI 5073 Management Information Systems 3

MKT 5093 Marketing Management 3

BUS 6013 Business Ethics and Organizational Culture Development

3

Choose one of the following minors:

Information Technology Track — 12 hours

ITI 6600 IT Legal, Regulatory, and Ethical Environment

3

ITI 6000 IT Architecture 3

ITI 6300 IT Project Planning, Management and Financial Control

3

ITI 6500 IT Governance and Strategy 3

Healthcare Administration Track — 12 hours

HLT 6000 Healthcare Policy and Systems 3

HLT 6200 Legal and Regulatory Issues in Healthcare

3

HLT 6400 Quality Healthcare Management 3

HLT 6600 Healthcare Strategy 3

Project Management Track — 12 hours

PMI 6000 Introduction to Project and Program Management

3

PMI 6200 Project Schedule and Risk Management

3

PMI 6400 Cost, Contract, and Procurement Management

3

PMI 6600 Advanced Project and Program Management

3

Management and Leadership Track — 12 hours

BUS 6223 The Legal Environment of Business 3

BUS 6100 Human Resource Development and Management

3

PMI 6000 Introduction to Project and Program Management

3

BUS 6200 Leadership and Strategic Planning for Servant Leaders

3

Total Credit Hours: 30

The Master of Business Administration (MBA) Program

MBA Program Mission

The Master of Business Administration (MBA) program exists to provide a quality graduate-level education for working

professionals as well as recent graduates seeking to further develop

their business, strategic management, and quantitative skills in a

global and dynamic environment. The program seeks to equip and

empower students to lead in organizations and functions from a Christian worldview.

MBA Academic Program

The Master of Business Administration: Management (MBA)

program is 24 months in length. Each course is 7 weeks in length,

with a pre-week and 6 class meetings over 6 weeks. Classes are

scheduled to meet one night a week. In addition, students will have

work and project time outside the classroom. The distance

education portion of any classes, if offered, may include online

self-paced learning or other technology assisted education such as

online classes conducted by the instructor.

The MBA program requires the following prerequisites (9 hours):

BUS 3075 Business Foundations (3), ACT 3080 Foundations of Financial Accounting (3), and FIN 3085 Foundations of

Managerial Finance (3). The MBA program is 42 credit hours.

Students are required to complete set graduate business core

courses, set MBA core courses, and one (1) of four available

graduate business tracks. The selection and completion of a track is

required.

MBA Student Learning Outcomes

Graduates of the MBA program should be able to:

1. Synthesize and apply the functional areas of business to meet organizational goals.

2. Design and manage the implementation of complex business solutions.

3. Analyze and evaluate organizational related artifacts to make appropriate management decisions.

4. Diagnose organizational situations and evaluate business strategies in a global context.

5. Apply strategic analysis and planning tools.

6. Communicate and present in a way that enhances

organizational effectiveness.

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GRADUATE BUSINESS PROGRAM| 47

7. Interpret and comply with the business legal and regulatory mandates.

8. Assess and develop the human resources of an organization.

9. Apply advanced quantitative tools and techniques to support business and organizational development.

MBA Program Curriculum

General Business Core — 18 hours

BUS 5013 Organizational Behavior and Leadership

3

ECO 5023 Global and Economic Environment 3

BUS 6073 Business Analytics 3

ITI 5073 Management Information Systems 3

MKT 5093 Marketing Management 3

BUS 6013 Business Ethics and Organizational Culture Development

3

MBA Core — 12 hours

ACT 6203 Managerial Accounting 3

FIN 6213 Strategic Finance 3

Choose one of the following minors:

Information Technology Track — 12 hours

ITI 6600 IT Legal, Regulatory, and Ethical Environment

3

ITI 6000 IT Architecture 3

ITI 6300 IT Project Planning, Management and Financial Control

3

Healthcare Administration Track — 12 hours

HLT 6200 Legal and Regulatory Issues in Healthcare

3

HLT 6400 Quality Healthcare Management 3

HLT 6600 Healthcare Strategy 3

Project Management Track — 12 hours

PMI 6000 Introduction to Project and Program Management

3

PMI 6200 Project Schedule and Risk Management

3

PMI 6400 Cost, Contract, and Procurement Management

3

Management and Leadership Track — 12 hours

BUS 6223 The Legal Environment of Business 3

BUS 6100 Human Resource Development and Management

3

BUS 6200 Leadership and Strategic Planning for Servant Leaders

3

Total Credit Hours: 42

$name

MSIT Program Curriculum

MSIT Information Technology Courses — 30 hours

ITI 6600 IT Legal, Regulatory, and Ethical Environment

3

ITI 6000 IT Architecture 3

ITI 6300 IT Project Planning, Management and Financial Control

3

ITI 6500 IT Governance and Strategy 3

ITI 6200 Enterprise Database Systems 3

ITI 6050 Enterprise Computer Security and Forensics

3

ITI 6260 Data Warehousing and Mining 3

ITI 6330 Enterprise Storage and Virtualization 3

ITI 6700 Advanced Web Development 3

ITI 6800 Current Trends in IT 3

Graduate Certificates

The Skinner School of Business and Technology offers certificates

to graduate-level students who wish to enhance an existing master's

degree or gain graduate level education in a relevant topic area.

Graduate certificates are offered in Information Technology,

Healthcare Administration, Project Management, and Management

and Leadership. Courses that are required for the certificate are currently a part of the school's degree curriculum. There are no

prerequisites for the certificate programs. Completion of each

certificate requires 4 select courses (12 credit hours). Each course

offered is 6 weeks in length. Classes are scheduled to meet one

night a week or online. In addition, students will have work and

project time outside the classroom. The distance education portion, if offered, of any classes may include online self-paced

learning or other technology assisted education such as online

classes conducted by the instructor.

Certificate Curriculum

Information Technology Track — 12 hours

ITI 6600 IT Legal, Regulatory, and Ethical Environment

3

ITI 6000 IT Architecture 3

ITI 6300 IT Project Planning, Management and Financial Control

3

ITI 6500 IT Governance and Strategy 3

Healthcare Administration Track — 12 hours

HLT 6000 Healthcare Policy and Systems 3

HLT 6200 Legal and Regulatory Issues in Healthcare

3

HLT 6400 Quality Healthcare Management 3

HLT 6600 Healthcare Strategy 3

Project Management Track — 12 hours

PMI 6000 Introduction to Project and Program Management

3

PMI 6200 Project Schedule and Risk Management

3

PMI 6400 Cost, Contract, and Procurement Management

3

PMI 6600 Advanced Project and Program Management

3

Management and Leadership Track — 12 hours

BUS 6223 The Legal Environment of Business 3

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48| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

BUS 6100 Human Resource Development and Management

3

PMI 6000 Introduction to Project and Program Management

3

BUS 6200 Leadership and Strategic Planning for Servant Leaders

3

Graduate Business Faculty Full-time Faculty

JAMES T. HIATT, Dean, School of Business and

Technology; Associate Vice President for Academic Programs; Professor of Business, 1983—

B.S., Trevecca Nazarene University, 1976; J.D., University of

Tennessee, 1979; M.B.A., Middle Tennessee State University, 1991.

RICK MANN, Director of Graduate and Professional Studies; Professor of Leadership and Strategy, 2013—

B.S., Western Michigan University, 1979; M.Div., Canadian

Theological Seminary 1983; M.A., Ohio State University, 1986;

Ph.D., Ohio State University 1986; M.B. A., University of Minnesota, 2009.

JAMES E. AGEE, III, Associate Professor of Management, 2000—

B.B.A., Eastern Nazarene University, 1994; Ph.D., University at

Albany, 2000; M.A., Trevecca Nazarene University, 2005.

ANDREW M. BERRY, Assistant Professor of Information Technology, 2009—

B.S., Trevecca Nazarene University, 2005; M.S., Trevecca

Nazarene University, 2007.

JONATHAN B. BURCH, Associate Professor of Management and Leadership, 2000—

B.A., Trevecca Nazarene University, 1997; M.B.A., Trevecca Nazarene University, 2006; Ed.D., Trevecca Nazarene University,

2003.

KENNETH J. BURGER, Professor of Marketing and Management, 2003—

B.S., North Dakota State University, 1967; M.B.A., Kent State

University, 1971; D.B.A., University of Kentucky, 1981.

J. ALLEN JINNETTE, Associate Professor of Accounting, 2004—

B.B.A., Middle Tennessee State University, 1992; M.S., Middle

Tennessee State University, 1993; C.P.A., Tennessee, 1994; M.P.A., Georgia State University, 2000; Ph.D. The University of

Mississippi, 2010.

MICHAEL J. LEIH, Chair, Department of Information Technology; Associate Professor of Information Technology,

2009—

B.A., Point Loma Nazarene University, 1988; M.S., California State

University at Fullerton, 1994; Ph.D., Claremont Graduate

University, 2009.

MARY ANN MEINERS, Professor of Economics, 1990—

B.S., Georgetown 1975; Ph.D., Vanderbilt University, 1988.

TIMOTHY S. MYATT, Associate Professor of Information

Technology, 2012— M.S., The Ohio State University, 1983; M.B.A., Mount Vernon

Nazarene University, 2010.

BRANDEE P. NORRIS, Assistant Professor of Health Care Administration & Management, 2013—

B.A., University of Alabama at Birmingham, 1996; M.S. Barry

University, 2002; Ph.D., Capella University, 2013

GREG RUNYAN, Chair, Department of Business

Administration; Associate Professor of Business, 1987— B.S., Trevecca Nazarene University, 1979; C.M.A., C.F.M., C.P.A.,

Tennessee; M.B.A., Tennessee State University, 1989.

TY J. TABERNIK, Associate Professor of Information Technology, 2006—

B.A., Trevecca Nazarene University, 2000; M.S., Purdue

University, 2002; M.B.A., Trevecca Nazarene University, 2005;

Ph.D., Capella University, 2008.

SCOTT D. WARD, Professor of Finance, 2006—

B.S., University of Southern California, 1980; M.B.A., Indiana

University, 1982; M.A., University of Rochester, 1988; Ph.D., University of Rochester, 1992.

Part-time Faculty

PAUL D. MCGRADY, JR., 2014— B.A., Cedarville University, 1993; J.D., DePaul University, 1996.

WENDELL JORDON SHAW, 2012— A.S., Nashville State Community College, 2003; B.S., Bethel

University, 2005; M.S., University of Phoenix, 2006; D.B.A., Argosy University, 2012.

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GRADUATE COUNSELING PROGRAM| 49

Master of Arts: Clinical Mental Health Counseling

Master of Marriage and Family Counseling/Therapy

Ph.D. Clinical Counseling: Teaching and Supervision

Graduate Counseling Program

615-248-1384

email: [email protected]

email (PhD): [email protected]

www.trevecca.edu/gradcounseling

GRADUATE STUDIES

The Graduate Counseling Program offers master of arts and

master of marriage and family counseling/therapy degrees as well as a Ph.D. degree. The Graduate and Continuing Studies

Committee is responsible for the approval of all graduate programs

and policies.

Students in the M.A., M.M.F.C./T., and Ph.D. programs normally start with an assigned cycle or cohort of students. In the master's

program, cycles begin in the fall, spring, and summer semesters.

The Ph.D. program starts a new cohort in the fall semester only.

The University is not responsible for any changes or delays in

graduation for students who change cycles/cohorts or begin a

cycle/cohort late. The University may combine cycles as needed.

MISSION STATEMENT OF THE GRADUATE

COUNSELING PROGRAM

The Graduate Counseling Program exists to equip students to become competent mental health professionals who will use their

skills in service to others.

STATEMENT OF PURPOSE OF THE GRADUATE

COUNSELING PROGRAM

The purpose of the Graduate Counseling Program is to:

1. Recruit qualified candidates for admission into the program.

2. Provide a high quality academic program that meets licensure requirements in Tennessee for Licensed Professional

Counselors-Mental Health Service Provider and Licensed Marital and Family Therapists.

3. Provide adequate learning resources and support systems to assist students in meeting the academic requirements for

licensure.

4. Integrate faith and learning in the life and thought of students.

5. Encourage students to develop life-long learning behaviors that prepare them for a career in the professional world of mental

health counseling.

6. Engage in ongoing review and evaluation of program

effectiveness in preparing competent mental health counselors.

MASTER'S PROGRAMS

Graduate Counseling Academic Program

Two master's degrees are offered in the Graduate Counseling Program: Master of Arts in Clinical Mental Health Counseling and

Master of Marriage and Family Counseling/Therapy. These

degrees provide advanced study beyond the baccalaureate degree

and are designed for several groups: (a) those who wish to develop

skills as a counselor, (b) those who wish to pursue a career in the

mental health delivery system, (c) those who wish to establish a

private practice as a mental health provider, and (d) those who

desire to pursue licensure as a professional counselor or marriage

and family therapist in the state of Tennessee.

Student Learning Outcomes

Students who graduate with an M.A. or M.M.F.C./T. degree from

the Graduate Counseling Program should:

1. Possess a knowledge of the field of mental health counseling or

marriage and family counseling/therapy.

2. Demonstrate competency in utilizing counseling skills in the

classroom and in their practicum/internship experience.

3. Demonstrate competency in formulating client diagnosis and

appropriate treatment plans.

4. Possess the ability to read and critique research articles and

apply the knowledge learned to current problems and issues.

5. Embrace diversity as essential in working with clients.

6. Possess the ability to integrate the principles of mental health counseling with a Christian worldview.

Admissions (Master's Degrees)

Admissions Categories

Three broad categories of graduate students are recognized:

• Degree-seeking graduate students are those accepted into a

specific graduate program.

• The graduate non-degree category applies to students who are in a graduate degree program (at another educational institution

in counseling or a related field) and would like to take

coursework with Trevecca Nazarene University for the purpose

of transferring courses into their current program. In no case can more than nine (9) semester hours as a non-degree seeking student be completed.

• The degreed, licensure-seeking category is for students who completed a graduate degree in counseling, marriage and family

counseling/therapy, or a closely related program but need

additional coursework for licensure purposes.

Graduate Counseling Program

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50| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

Application Process

Applicants who submit all the appropriate application forms by the application deadline for the fall, spring, or summer semester will be

considered. Following review of these applications, potential

candidates for admission will be selected to interview with the

Admissions Committee. Immediately following the interview, applicants will be required to complete a writing sample that will be

evaluated and considered in review of the applicant. The

Admissions Committee makes final determination on whether an

applicant is admitted to the program as a degree-seeking student.

Individuals who wish to study in the Graduate Counseling Program must apply online and submit the appropriate forms to

the Graduate Counseling Program:

1. Official transcript from a regionally accredited college or

university indicating conferral of bachelor’s degree with a

minimum cumulative grade point average (GPA) of 2.7 (on a scale of 4.0). Applicants who have completed graduate

coursework may be required to submit official transcripts

indicating this coursework. Official transcripts must be sent

directly to and received by the Graduate Counseling Program.

2. Official test score report for either the Miller Analogies Test (MAT) with a minimum score of 380 or for the Graduate

Record Examination (GRE) with a minimum score of 290

(combined verbal and quantitative).

3. Two (2) completed reference assessment forms.

4. English Proficiency for international applicants: Applicants who did not receive a high school diploma or university bachelor’s

degree with English as the medium of instruction must submit either:

• TOEFL score of 100iBT/600pBT/250cBT, OR

• IELTS score of 6.5, OR

• Transcript from International English Institute showing successful completion of level six in ALL course areas

offered at IEI with a letter or recommendation from the IEI Academic Director.

Admission on Academic Restriction

Admission to the master's programs is based, in part, on a

cumulative GPA of 2.7, a score of 380 on the MAT, or a score of 290 on the GRE. Applicants who do not meet all program

admission guidelines may be admitted on academic restriction

upon recommendation of the director of the Graduate Counseling

Program. In some cases, students may be admitted on academic

restriction based on the writing assessment; in this case, students

will be required to work with academic services.

The admission on academic restriction status will be removed

when the enrollee has completed the first three courses with a minimum grade of B in each of these courses. Failure to meet this

stipulation during any of the first three courses will result in

disenrollment.

General Academic Requirements (Master's Degrees)

Program Design

The design of the graduate program is unique in that each core course consists of six sessions for a minimum of 36 clock hours.

This format dictates that there be a variety of instructional

strategies including lecture, group projects, small group

discussions, multimedia presentations, guest speakers, and

instructor-student interactions.

Academic Load

The Graduate Counseling Program considers a course load of twelve semester credits hours as full-time and a course load of six

semester credit hours part-time. Please contact the Office of

Financial Aid directly for criteria of full-time and part-time status as related to financial aid. Eligibility for student loans at the

graduate level requires a student be enrolled in at least 3 credit

hours each semester.

Advising and Admission to Candidacy

Upon entering the Graduate Counseling Program, students are

informed by letter as to the name of their Trevecca academic

advisor. All advisors are full-time professional educators with the

University. The assigned advisors continue to advise the students

throughout the program. On occasion students are reassigned

advisors because of changes in their program of study.

Students are encouraged to maintain contact with their advisors.

There are three structured times in which students meet with their advisors and/or progress in the program will be evaluated.

1. In the letters they receive designating their advisors, students are encouraged to contact their advisors to set up a meeting to

discuss their program of study and/or any other concerns they

have about the program. This meeting is to occur during the

student’s first semester of the program. It is at this meeting that

any transfer credit hours are evaluated. This is also the time for

students and advisors to jointly prepare a schedule of course work depending on the program of study and whether or not

students are taking a full-time load of twelve hours or a part-

time load of six hours.

2. By the end of the semester in which students complete twelve (12) hours in the program (not counting transfer hours), the

admission to candidacy form must be submitted. This is a

critical point in the program. Students may take up to six

additional hours while going through the candidacy process. Failure to submit an admission to candidacy form or failure to

receive approval for candidacy will delay or terminate a

student’s completion of the program. No degree seeking

student will be permitted to take more than eighteen

hours without a completed and approved admission to

candidacy form. There are two levels of approval: Continuation of Program and Continuation with Remedial

Action. In the latter case, specific recommendations for

remedial action must be successfully completed by a designated

timeline set by the advisor. Remedial action may involve but

not be limited to professional therapy, testing, taking a break

from the program, or engaging in specific activities that will encourage growth. Students failing to remediate within the

designated timeline will be placed on probation and a notice

given for dismissal from the program if remediation is not

forthcoming or successfully completed by a newly established

timeline set by the program director.

3. The third evaluation takes place toward the end of the program of study (prior to students starting their practicum experiences).

At this point, transcripts are evaluated to determine if the

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GRADUATE COUNSELING PROGRAM| 51

necessary courses have been completed prior to initiating the

practicum experience and to ascertain that the transcript is

accurate. A plan to complete any necessary courses or electives

is agreed upon between the student and the academic advisor. Also, any remedial issues identified earlier in the program or

recently surfaced remedial issues must be resolved before

students are permitted to start their practicum experiences.

It is important to note that evaluations of students go beyond academic performance. Students may demonstrate academic

excellence but fail to demonstrate the professional conduct and

clinical skills needed to work with clients in practicum/internship

settings. When issues occur, our goal is to work with students. If remediation is not successfully completed by designated timelines,

a student will be placed on probation and eventually dismissed

from the program. Dismissal from the program can also be

implemented without any prior remedial action or probation, if

there is a serious violation of anything that normally results in

restriction or discipline as a mental health professional (moral or ethical violations), any serious misconduct in violation of school

policies (ex: plagiarism), or failure to represent the University in a

professional manner (ex: at a practicum/internship site).

Those who teach and supervise students in the Graduate Counseling Program are encouraged to identify students who they

believe may have issues of “suitability” as it relates to entering the

mental health profession. Professor/Supervisor Concern

Regarding Student Preparation forms are provided to all full-time and adjunct professors and supervisors. Concerns filed by

professors and supervisors are passed on to those who advise

students in the program to be considered during structured

evaluation times.

In cases of remediation, probation, or dismissal, students may appeal decisions of academic advisors and/or the director of the

graduate counseling program to the University Provost.

Students receiving a grade below B- are also counseled prior to the next course or courses. This counsel may take the form of a letter

from the director or assistant director of the graduate counseling program.

Grading

The grading system for this program is as follows:

Quality Points Per Semester Hour

Exceptional A 4.0

A– 3.7

Superior B+ 3.3

B 3.0

B– 2.7

Average C+ 2.3

C 2.0

C– 1.7

Passing D+ 1.3

D 1.0

D– 0.7

Failing F 0.0

Incomplete I 0.0

Withdrawal W 0.0

NOTE: Exceptions to this scale will be noted in course syllabi.

Probation/Suspension Policy

Any student making a grade of C- in any course will be automatically placed on academic probation. He or she may

continue in the program but must repeat that course with a later group.

Each student must maintain a cumulative grade point average of 3.0 (B) each semester to remain in academic "good standing". If

the cumulative GPA falls below 3.0, after the completion of nine

semester hours, the student will be placed on academic probation

for the following semester. Upon regaining the required cumulative

average (3.0), the student will again be in good standing; however,

if the student does not increase the cumulative average to 3.0 during the probationary semester, he or she will be placed on

academic suspension for the subsequent semester and may reapply

to the Admissions Committee for reinstatement after a three

month waiting period. The student will be assigned to a later group

if reinstated by the Admissions Committee.

Any student making a grade of D+ or below in any course will be automatically placed on academic suspension. After a three month

waiting period, the student may petition to return to the program. If reinstated by the Admissions Committee, the student must

repeat the course and achieve a grade of C or better. A maximum

of two course grades of C+ or C are permitted.

Any student receiving more than one grade of D+ or below will be permanently dismissed from the program.

Course Evaluation and Assessment

A Course and Instructor Evaluation is completed by students at the end of each course. The Graduate Counseling Program

administrative assistant receives and compiles these evaluations

into an anonymous summary report. In order to maintain high

quality instruction in all classes, instructors receive the results of

the evaluations after all grades have been submitted. Evaluation of the program takes place at the Comprehensive Exam.

Student Professionalism

Membership in Professional Organizations

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52| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

To promote students' professional development, the Graduate Counseling Program identifies specific professional organizations

of which students will become members. Students are required to

maintain these memberships while in the program.

Professional Classroom Environment

A professional classroom environment is necessary for the growth and development of counselors-in-training. In an effort to

encourage a healthy teaching and learning environment, students are to exemplify the professionalism expected of future mental

health counselors. Characteristics such as attentiveness, curiosity,

humility, approachability, flexibility, and mutual respect among

peers and instructors are expected. In an effort to encourage such

teaching environments, all students are expected to:

• listen attentively, ask relevant questions, and demonstrate a

positive attitude toward learning

• respond in a positive manner to questions, suggestions, and/or constructive feedback

• deal with classroom concerns directly/privately with the professor

• be on time for all scheduled classes, including timely return from breaks

• demonstrate cooperation with and mutual respect for peers

• appropriately use computers and any other mobile devices for classroom purposes only and in a manner that would not

distract from any activity such as devotionals, lecture, or other

class presentations.

Master's Degree Requirements

To receive the master's degree, a student must meet the following academic requirements:

1. Complete the required number of semester hours of credit with a minimum cumulative grade point average of 3.0. Students

earning a C- or below on any course will be required to repeat that particular course.

While maintaining a cumulative grade point average of 3.0, two course grades of C+ or C will be allowed for graduate degree

purposes.

2. Submit candidacy form upon completion of 12 semester hours.

3. Successful completion of a two-part comprehensive exam. Part I, a specialty exam in the student's program area (clinical mental

health counseling/marriage & family) and, Part II, the

Counselor Preparation Comprehensive Examination (CPCE),

which is prepared by the Center for Credentialing & Education,

an affiliate of the National Board for Certified Counselors

(NBCC). A passing score is required on both portions of the comprehensive exam. The student is responsible for paying a

fee each time the CPCE is taken.

Part I: The specialty exam will be successfully completed prior to a student taking the CPCE exam. The specialty exam will

typically be taken during the practicum semester. If a student is

unsuccessful in passing the specialty exam on the first attempt,

he or she is required to contact his or her academic advisor,

who will suggest preparation options for retaking the exam. A student who has not successfully completed the specialty exam

after two attempts has the option of requesting a meeting with

the program director, who will work with the student to

establish a remediation plan. Remediation may involve (but not

be limited to) a detailed study program, auditing a completed

course in the area of weakness, or taking additional courses. Upon completing the remediation plan, the student may retake

the specialty exam the following semester during the regularly

scheduled exam time. A student who fails the specialty exam a

third time will be terminated from the program without a

degree. The specialty exam must be passed before the student

is permitted to take the CPCE exam.

Part II: After successful completion of the specialty exam, the

CPCE exam can be taken during any of the three semesters of internship.A fee is due each time the student registers to take the CPCE exam. If a student is unsuccessful in passing

the CPCE exam on the first attempt, he or she is required to

contact his or her academic advisor who will suggest

preparation options for retaking the exam. A student who has

not successfully completed the CPCE exam after two attempts has the option of requesting a meeting with the program

director who will work with the student to establish a

remediation plan. Remediation may involve (but not be limited

to) a detailed study program, auditing a completed course in the

area of weakness, or taking additional courses.

The CPCE exam is offered one time each semester. A student who fails the CPCE exam a third time will be terminated from

the program without a degree.

Special Note:

Students who began the graduate counseling program prior to fall 2013 are required to successfully complete a one-part comprehensive exam (in place of the two-part comprehensive exam described above, which is required of students beginning the program as of fall 2013). For

students taking the one-part comprehensive exam, typically the

exam will be taken during the student’s first semester of

practicum. If a student is unsuccessful in passing the exam on

the first attempt, he or she is required to contact his or her academic advisor who will suggest preparation options for

retaking the exam.

A student who has not successfully completed the comprehensive exam after two attempts has the option of

requesting a meeting with the program director, who will work

collaboratively with the student to draw up a remediation plan.

Remediation may involve (but not be limited to) a detailed

study program, auditing a completed course in the area of weakness or taking additional courses. Upon completing the

remediation plan, the student may retake the comprehensive

examination.

Retakes are scheduled individually with each student. A student who fails the comprehensive exam a third time will be

terminated from the program without a degree.

4. All requirements for the M.A. and M.M.F.C./T. degrees must be met within a six-year period after the student enters the

graduate program. Any exceptions to the policy are granted by

the director of the graduate counseling program.

5. Submit an application for graduation.

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GRADUATE COUNSELING PROGRAM| 53

6. The residency requirement for the M.A. and the M.M.F.C./T. degree is 51 hours (60 hours - 9 potential transfer hours).

Summary of Steps toward the Master's Degree

• Admission to master's degree program

• Student membership required in two professional organizations

• Appointment of faculty advisor

• Initial meeting with advisor during first semester of program

• Maintenance of good academic standing

• Admission to candidacy submitted upon completion of 12 semester hours

• Approval to pursue practicum placement

• Application for graduation

• Successful participation of the comprehensive exam.

Clinical Mental Health Counseling Master of Arts

Curriculum

General Clinical Counseling Core

CSL 5220 Lifespan Development 3

CSL 5260 Helping Relationships 3

CSL 5430 Group Therapy and Process 3

CSL 5240 Advanced Abnormal Psychology 3

CSL 5250 Counseling Diverse Populations 3

CSL 5472 Ethical Standards and Legal Issues 3

CSL 5100 Introduction to Psychological Research

3

CSL 5441 Introduction to Psychological Testing 3

CSL 5390 Effective Treatments in Therapy 3

CSL 5231 Theories of Counseling and Psychotherapy

3

CSL 5330 Chemical Use and Abuse 3

CSL 5230 Career Counseling and Professional Development

3

CSL 5482 Techniques and Interventions I 3

CSL 5483 Techniques and Interventions II 3

Specific Counseling Core

CSL 5447 Internship in Counseling I 3

CSL 5448 Internship in Counseling II 3

CSL 5449 Internship in Counseling III 3

CSL Elective (9)

This program allows for three electives (9 hours). Nine (9) hours of transfer

credit is allowed.

This program is typically taken by those interested in pursuing licensure as a

licensed professional counselor (LPC-MHSP).

Master of Marriage and Family Counseling/Therapy

Curriculum

General Clinical Counseling Core

CSL 5220 Lifespan Development 3

CSL 5260 Helping Relationships 3

CSL 5430 Group Therapy and Process 3

CSL 5240 Advanced Abnormal Psychology 3

CSL 5250 Counseling Diverse Populations 3

CSL 5472 Ethical Standards and Legal Issues 3

CSL 5100 Introduction to Psychological Research

3

CSL 5441 Introduction to Psychological Testing 3

CSL 5230 Career Counseling and Professional Development

3

MFC 5700 Marital Therapy I 3

MFC 5710 Marital Therapy II 3

Marriage and Family Counseling/Therapy Core:

MFC 5511/CSL 5511

Marital LifeCycle 3

MFC 5200/CSL 5200

Systems Theory and Family Therapy 3

MFC 5510/CSL 5510

Divorce and Divorce Adjustment 3

MFC 5400 Marital Therapy: Crisis Situations and Sexuality

3

MFC 5512/CSL 5512

The Child in the Family System 3

MFC 5351 Family Therapy 3

MFC 5457 Internship in Marriage and Family Therapy I

3

MFC 5458 Internship in Marriage and Family Therapy II

3

MFC 5600 Internship in Marriage and Family Therapy III

3

This program allows for no electives. Nine (9) hours of transfer credit is allowed.

This program is typically taken by those interested in pursuing licensure as a marital and family therapist (LMFT).

PH.D. CLINICAL COUNSELING: TEACHING

AND SUPERVISION

Mission Statement of the Doctoral Program

The doctoral program exists to equip students to become competent mental health professionals, counselor educators,

supervisors, researchers, and leaders in the field who will use their skills in service to others.

Doctoral Program

The Ph.D. is a 66-credit hour doctoral program designed for those

who desire to become counselor educators and supervisors. The program extends for a minimum of nine semesters with the

student registering for three courses or nine hours for six semesters

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54| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

and four hours for three semesters in the last year of the program.

At this rate the student can complete the degree in three years. The

program is a rigorous, standardized curriculum that offers cognates

in counseling or marriage and family counseling/therapy. Courses are offered two days a week (Tuesday and Thursday).

The Ph.D. is an advanced professional degree designed for several groups: a) those who wish to enhance their skills as a counselor, b)

clinicians who wish to develop leadership skills that will positively

enhance the professional mental health community, c) those who

wish to take a more active role in supervision and the development

of other counselors, d) those who wish to expand their

professional options to include teaching in counselor education, and e) those who wish to participate in academic research with the

potential for professional presentations and peer-reviewed

publications.

Statement of Purpose

The purpose of the doctoral program is to:

1. Recruit qualified candidates for admission into the program.

2. Provide adequate learning resources and support systems to

assist students in becoming counselor educators and supervisors.

3. Integrate faith and learning in the life and thought of students.

4. Encourage students to develop life-long learning behaviors that

prepare them for a career in the professional world of counselor education.

5. Engage in on-going review and evaluation of program effectiveness in preparing competent counselor educators and

supervisors.

Student Learning Outcomes

Students who graduate from the Ph.D. program should be able to:

1. Understand and practice the art of counseling at a more

proficient and advanced level.

2. Teach counselor educator coursework at a higher education

level.

3. Supervise the development of less experienced counselors.

4. Offer administrative leadership within agencies and organizations.

5. Conduct independent research at an advanced level.

6. Embrace diversity as essential in working with clients and students.

7. Possess the ability to integrate the principles of counselor education within a Christian worldview.

Application Process

The Ph.D. program is for individuals holding a master's degree in counseling or marriage and family counseling/therapy. The

following items are required for application to the Ph.D. program:

1. Official transcript of master's degree from a regionally accredited college/university with at least a 3.25 GPA (on a

scale of 4.0) and undergraduate degree where final degree is posted.

2. Three completed Applicant Recommendation Forms (one from a character/moral reference and two from professors,

employers or supervisors in the counseling field).

3. A 400-word letter of intent specifying the applicant's purpose and goals for entering the Ph.D. program.

4. Professional vita (including a description of all masters-level practicum and internship experiences).

5. Submission of official Graduate Record Examination (GRE) test score (minimum combined verbal and quantitative score of

300 and analytical writing score of 3.5; writing score of 4 or higher is recommended). The analytical writing portion will be

used to assess writing ability. The GRE must have been taken

within 5 years of applying to the program.

6. English Proficiency for international applicants: Applicants who did not receive a high school diploma or university bachelor’s

degree with English as the medium of instruction must submit

either:

• TOEFL score of 100iBT/600pBT/250cBT,

• IELTS score of 6.5, OR

• Transcript from International English Institute showing successful completion of level six in ALL course areas

offered at IEI with a letter or recommendation from the

IEI Academic Director.

DEADLINE FOR COMPLETED APPLICATION FILE IS DECEMBER 1st.

Candidates will participate in a formal individual and group

interview with the Interview Committee. This will be an

opportunity to assess personal goals, oral communication skills, and ability to interact with other professionals.

Interview Committee

The purpose of the Interview Committee is to review the data submitted for application to the doctoral program. Because

selection is based on a composite evaluation, the committee will

determine whether the applicant is accepted or denied.

The Interview Committee decision for acceptance or denial to the program is final and is not subject to appeal. The Interview

Committee is comprised of selected graduate counseling program faculty.

General Academic Policies

Prerequisite Courses

A course comparable to Advanced Abnormal (one that deals with psychopathology from a diagnostic perspective and includes DSM

nomenclature), Social & Cultural Diversity, Professional Identity (Ethics), Human Growth and Development, Career Counseling,

Helping Relationships, Group Counseling, Testing/Assessment,

Research, and a minimum of two semesters of

practicum/internship (with at least 240 hours of face-to-face

counseling experience) are prerequisites to doctoral training.

Students who have not completed such courses will be required to do so in addition to doctoral requirements. With the exception of

practicum/internship, individuals applying to the Ph.D. program who have

completed application files but are lacking prerequisite courses for this program

may request to complete these prerequisites under the degreed, licensure seeking

category (description of this category is outlined in the Graduate

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GRADUATE COUNSELING PROGRAM| 55

Counseling section, under Admissions Categories). While it is

preferred that prerequisites be completed prior to beginning the

program, candidates lacking prerequisites who are admitted to the

program may begin with a pre-approved, limited number of unmet prerequisites; however, students must complete all prerequisites

courses within the first year of the program.

Additional General Academic Policies

1. Doctoral students are required to remain in continual registration until the program has been completed. In extreme

cases a student may apply in writing for a Leave of Absence.

Normally a Leave of Absence will be a period no longer than

one year. Students must submit formally, in writing, to the

doctoral program coordinator a request to take any time off

from the program. This request should be made within the

semester prior to the requested break. After the request is

received, the doctoral program coordinator will determine

whether the Leave of Absence/break is approved or denied.

2. All requirements for the degree must be completed within six years of being admitted to the program. Any approved time off

from the program will continue to count toward the six-year

program limit.

3. After two semesters with no contact from a student, the student will be moved to inactive status during which time the

six-year time limit still applies. It is the responsibility of the student to formally request to resume coursework after being

moved to inactive status. This request must be submitted in

writing to the doctoral program coordinator. After the request

is received, the doctoral program coordinator will determine

whether returning to active status (resuming the program) is

approved or denied.

4. All doctoral students must seek the prior approval of the

doctoral program coordinator prior to changing the program of study as designed at the beginning of the program during their

initial advising session. This request must be submitted in

writing to the doctoral program coordinator. After receiving

the request, the doctoral program coordinator will determine

whether the requested change of program is approved or

denied.

5. Any student submission at any phase of the program is subject

to review using originality software.

Academic Advisor

Each doctoral student is assigned an academic advisor and a research advisor. All advisors are full-time faculty members in the

graduate counseling program. The student works directly with the

advisor at all times. All doctoral students must meet with their academic advisor to complete a program of study within the first

semester of the program. Any changes to the program of study

must be approved by the advisor. The student will also meet

directly with the research advisor throughout the program. The

research advisor will facilitate the student with development of

independent research ideas both related to the dissertation as well as other research interests beyond the required dissertation. Each

student will receive notification of these advisor assignments

within the first semester of the program.

Doctoral Candidacy

All doctoral students will be formally evaluated yearly by the doctoral committee. The committee will review grades, student

concern forms, writing ability, and general experiences in the

program. A letter will be sent to each student that will indicate continuation with the program, continuation with remediation (in

which a remediation plan will be given to the student), or denial of

continuation. The annual review does not limit the doctoral

committee to communicating with students at any point

throughout the program due to concerns.

It is important to note that evaluations of students go beyond academic performance. Students may demonstrate academic

excellence but fail to demonstrate the professional conduct, clinical skills needed to work with clients in practicum/internship settings,

as well as quality of professional writing. When issues of

“suitability” surface, the goal is to work with these students. If

remediation is not successfully completed by designated timelines,

students will be placed on probation and/or eventually dismissed

from the program if the recommended remedial plan is not satisfactorily completed. Dismissal from the program can also be

implemented without any prior remedial action or probation if

there is a serious violation of anything that normally results in

restriction or discipline as a mental health professional (moral or

ethical violations), any serious misconduct in violation of school

policies (ex: plagiarism), or failure to represent the University in a professional manner at a practicum/internship site.

Those who teach and supervise students in the Graduate Counseling Program are encouraged to identify students who they

believe may have issues of “suitability” as it relates to entering the

mental health profession. Professor/Supervisor Concern

Regarding Student Preparation forms are provided to all full-time

and adjunct professors and supervisors. Concerns filed by

professors and supervisors are passed on to those who advise students in the program to be considered during structured

evaluation times.

In cases of remediation, probation, or dismissal, students may appeal decisions of the doctoral program coordinator and/or

director of the graduate counseling program to the University

Provost.

In addition to these formally structured points of contact that are experienced by all students, those who enter the program on

academic restriction are counseled by the program coordinator

after completing three semesters in the program. Students receiving a grade below B- are also counseled prior to the next

course or courses. This counsel may take the form of a letter from

the doctoral program coordinator.

Grading System

The grading system for doctoral studies includes the letter grades A, B, C, D, and F for all courses except dissertation. The grades of

S, U, or I will be assigned to dissertation. Courses with grades of

C-, D, F, or U must be repeated. If the student is maintaining a

cumulative grade point average of 3.0, two course grades of C+ or

C will be allowed for the degree purpose.

Doctoral Comprehensive Examination

The comprehensive examination evaluates the student’s ability to integrate knowledge of counseling or marriage and family

counseling/therapy, display critical and independent thinking and

research skills, leadership skills, and demonstrate mastery of the

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56| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

field (teaching and supervision). The results of the examination

provide evidence of independent thinking, appropriate

organization, writing competency, critical analysis, and accuracy of

documentation. The purpose of the comprehensive exam is to encourage students who are nearing the dissertation phase of the

program, to engage in a systematic review of their coursework. The

exam also provides faculty with one form of evidence to make

determinations regarding the student’s readiness for graduation.

The comprehensive exam will be given in two parts: written and oral (formal student presentation). Only those students in the last

semester of their coursework will be allowed to attempt the

comprehensive exam. The written portion of the exam will be composed of four questions and will be completed in four

segments of time (all four segments typically scheduled to take

place on the same day). The comprehensive exam will be offered

every summer semester and on a case-by-case basis during the fall

or spring semesters, based upon the discretion of the program

director/doctoral program coordinator.

The oral portion of the comprehensive exam will be in the format

of a formal student presentation that occurs at the end of the semester in which the written exam is passed. During the

Dissertation Proposal Development I course, each student will

submit a research topic that will be the focus of his/her oral

presentation. The presentation will be delivered after the written

comprehensive exam has been passed and prior to the completion

of the Dissertation Proposal II course. Any exception to this established schedule for the comprehensive exam process will be

made based upon the discretion of the program director/doctoral

program coordinator. Presentations will be delivered to a

committee of faculty members from the doctoral program and will

be evaluated based on breadth of knowledge (quantity and quality

of the research) and depth of understanding (degree to which the student comprehends and understands the research topic).

Furthermore, oral presentation skills and the ability to engage and

respond to questions from the committee will be a part of the

evaluation.

Three possible grades may be assigned to the written and oral portions of the examination: pass with distinction, pass, or fail.

Students who do not successfully complete the comprehensive

exam will have a remediation plan developed and enacted before scheduling a second attempt. If the second attempt is failed, the

student will be dismissed from the program. Regarding the written

portion, in some cases the retake may include all questions; in

other cases, the retake may be limited to select questions.

Doctoral Internship

The doctoral internship is designed to complement the coursework of the Ph.D. program. Students are required to complete six

academic hours of internship. The doctoral internship is to be

completed in three semesters (two academic hours each semester).

There is a minimum requirement of 600 hours of internship (200

hours each semester completed over three semesters). Of the 600 hours of internship, 240 hours must be direct service hours. The

Doctoral Internship must be taken at the same time as Dissertation

Research.

Doctoral students will choose one of the following three options for the doctoral internship experience: 1) All three semesters will

be a counseling internship, 2) One semester will be a counseling

internship and two semesters will be in a teaching assistantship, or 3) One semester will be a counseling internship and two semesters

will be in a supervision assistantship. The doctoral program

coordinator will consult with the student to choose the best option

for the internship.

The doctoral internship will provide a practical experience and supervision in areas consistent with academic and professional

goals of the doctoral student working toward a professional

counselor identity. In addition, the internship can provide direct experiences in counselor education and supervision. Specifically,

the internship experience provides for advanced experience with

delivery of counseling services, supervision of counselors-in-

training, or counselor education, depending on licensure status and

internship site determination.

Within the counseling internship option, direct counseling service hours involve any face-to-face contact with a client or clients that

involves counseling individuals, couples, families, or groups. It also includes reviewing a treatment plan with a client or administering a

test/assessment to a client. One must be providing services directly

to the client to be considered direct service hours. Indirect service

hours involve writing case notes, reading case records, participating

in a client case/team conference, reading articles or listening to

CDs/DVDs related to the client population, attending a seminar or workshop, writing a report based on a test or assessment of a

client, staff or clinical meetings, and supervision hours.

The counseling option of the doctoral internship may be completed at agencies and organizations where students are

employed and receive remuneration for their labor. This also

includes those students who are already licensed and working in a

private practice. Students who are not licensed and/or practicing

under a temporary license as they pursue the hours of experience required by the state must be supervised (preferably, weekly

supervision) by a properly licensed or credentialed supervisor

depending upon the student’s licensure interest. In addition, a

Trevecca supervisor will be assigned to each internship student.

The “on-site” supervisor provides case supervision. The Trevecca

supervisor provides skill supervision. Students who are already licensed (regardless of the number of years of licensure) are also

required to secure an “on-site” supervisor for case supervision.

This supervision should involve a minimum of two hours of

supervision per month.

Both the teaching internship and supervision internship requirements must be fulfilled at Trevecca Nazarene University

within the Graduate Counseling Program. This experience will

allow the doctoral intern to work directly with program faculty (teaching) and practicum/internship students at the master’s level

(supervision). Students participating in the supervision and

teaching doctoral internships will work with a mentor. The mentor

will provide weekly supervision and guidance. Formal evaluation

will be given throughout the mentoring process. Those students

doing the teaching internship will need to secure a teaching mentor for this experience.

The students in all three doctoral internship experiences will participate in individual as well as group supervision experiences

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GRADUATE COUNSELING PROGRAM| 57

with a faculty supervisor. Individual supervision will occur on a

biweekly basis. Group supervision will occur five times over the

course of the semester. These supervision experiences will provide

the students with an opportunity to develop their own professional counselor identity, as well as have the experience presenting

multicultural, ethical, and case-related situations.

At least one of the three semesters of internship must be in counseling. Academic advisors will determine the organization of a

student's internship.

Dissertation

Each student will write and defend a dissertation before his/her doctoral committee and any faculty of the Graduate Counseling

program who choose to attend. The doctoral committee will

consist of three members: The first of these will be the dissertation

chair. Following the standards and procedures of the doctoral

program, the dissertation chair will supervise the dissertation, chair

the dissertation defense, and remain in consultation with the Director of Graduate Research. The other committee members are

considered the second reader and the third reader. One of the

committee members may be from an institution other than

Trevecca Nazarene University but must hold a doctoral level

degree and be approved by the Director of Graduate Research. It

is the student’s responsibility to secure the committee members. Dissertation will occur over 3 semesters (two credit hours each

semester).

The dissertation must contribute new knowledge or a reinterpretation of existing knowledge to the area being

investigated. The dissertation must demonstrate high standards of

scholarship and the ability to engage in independent research

resulting in a substantial contribution to knowledge or practice in

the field.

Students may not begin the dissertation research course until all

coursework (with the exception of internship) is completed and all portions of the doctoral comprehensive examination have been

passed. The dissertation process begins with an approved proposal.

The proposal must be approved by the student's dissertation chair,

the student's dissertation committee members, and the Director of

Graduate Research.

The student should be guided by the following principles:

1. The dissertation should reflect an advanced understanding of the disciplines of counseling, counselor education and

supervision, or marriage and family counseling/therapy.

2. The dissertation must engage its topic critically and constructively.

3. The dissertation may engage a problem and reevaluate prior approaches and propose a new approach.

4. The dissertation must illustrate both creativity and originality.

5. The dissertation must demonstrate writing that is both professionally and academically appropriate to the field. For

students who require further assistance with APA formatting

and/or writing style, it is their responsibility to secure and pay for any assistance.

6. Upon successful defense of the dissertation, three professionally bound copies must be furnished to the graduate

counseling office paid for by the student. The student may also

request his or her own bound copy or copies as well. The

student will procure appropriate photocopies of each bound

document prior to professional binding. All dissertations must

then be published through UMI. Students are required to contact the doctoral program coordinator for information

related to the final steps of the dissertation process.

After the six hours of dissertation have been completed, the student must continually work on the dissertation project. Students

who have not completed the dissertation at the end of the third

semester of dissertation research may be enrolled in a one semester

credit hour dissertation research continuation course. The doctoral

program coordinator will register students eligible for dissertation research continuation on a semester-by-semester basis. Continual

enrollment in this one credit hour semester course will allow

students to continue progress on the dissertation including

engagement with the dissertation chair and committee. All

requirements for the degree, including the dissertation process,

must be completed within the six-year time limit. The student may be required to provide evidence of active progress on the

dissertation in order to be enrolled in the dissertation research

continuation course.

Only those students in the Ph.D. Clinical Counseling program will be eligible to register for the one credit hour CSL 7399

Dissertation Research Continuation course. Students enrolled in

this one-credit hour course, Dissertation Research Continuation,

will be considered half-time for enrollment purposes, allowing students continued access to University services (ITS & library) as

well as eligibility for financial aid. The Ph.D. Clinical Counseling

program is the only University graduate-level program at Trevecca

that offers a one-credit hour continuation course as sufficient to

maintain part-time student status.

*Note: If a student is not eligible to be registered for the one credit course, that student must seek approval for time off from the

program. In summary, a student must be actively working on his/her project (as determined by his/her chair) to be eligible for

the CSL 7399 Dissertation Research Continuation course. If a

student is not approved to be registered for this course, that

student must request time off from the program. It is important

that students remember that time off from the program may not

be approved depending on the reason for the request.

The student will either be enrolled in the one credit dissertation

research continuation course or have approved time off each semester until the dissertation has been defended and the final

document has been sent to the bindery.

A dissertation abstract must be included with the bound copy.

The dissertation must be defended before the student's committee; with the exception of program faculty, the defense is not open for

other guests to attend. The date and time should be communicated

to the doctoral program coordinator at least three weeks prior to

the actual defense. In order to defend the proposal or final

document, the final draft of the required chapters must be

approved by the student’s chair, then sent to and approved by the student’s dissertation committee at least 3 weeks prior to the

proposed defense date. Any committee member can delay the

defense process if they determine the document is not ready for an

official defense.

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58| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

If the student fails the defense, a second opportunity will be given to the student. A second failure will result in the denial of the

degree to the student.

*Note: In order for a student to proceed into the final year of the six-year time limit, the initial proposal (Chapters 1 and 2) must

have been successfully defended by July 1 of the year prior to timing out of the program.

Graduation Requirements

To be eligible for graduation from the doctoral program, students must:

1. Submit a graduation application and fee by the required date.

2. Complete all requirements of the curricula.

3. Maintain a grade point average of 3.0. Complete the required

number of semester hours of credit with a minimum

cumulative grade point average of 3.0. Students earning a C- or

below on any course will be required to repeat that particular

course.

4. Make no more than two C+ or C grades in the program.

5. Repeat courses with grades of C-, D, F or U.

6. Pass the Comprehensive Doctoral Examination.

7. Successfully defend the dissertation. *Doctoral degree candidates must successfully defend their final dissertation by April 1st of the year they intend to participate in the May commencement activities. Students must defend their final dissertation by July 1 in order to be considered for August degree conferral and by November 1 in order to be considered for December degree conferral.*Note: A complete version of a proposal or final

draft must be submitted and approved by the chair at least

three months prior to a proposed defense date. The student

may not rush or expedite the process by bypassing required turnaround times, needed draft revisions, etc. in an attempt to

finish the process more quickly.

8. Once the student has successfully defended the dissertation he/she will:

• obtain APA editing of the final dissertation document

• obtain three photocopies of the dissertation document

• obtain professional binding for three copies, and

• submit the three bound dissertation documents to the

graduate counseling office. The above steps are

described in detail in the dissertation handbook, which is available to all doctoral students.

1. Make up dissertation hours with a grade of "I".

2. Satisfy all financial obligations to the University.

Probation/Suspension Policy

Any student making a grade of C- in any course will be automatically placed on academic probation. He or she may

continue in the program but must repeat that course with a later

cohort group.

Each student must maintain a cumulative grade point average of

3.0 (B) each semester to remain in academic "good standing”. If

the cumulative GPA falls below 3.0, after the completion of nine

semester hours, the student will be placed on academic probation

for the following semester. Upon regaining the required cumulative

average (3.0), the student will again be in good standing; however, if the student does not increase the cumulative average to 3.0

during the probationary semester, he or she will be placed on

academic suspension for the subsequent semester and may reapply

to the Admissions Committee for reinstatement after a three

month waiting period. The student will be assigned to a later group

if reinstated by the Admissions Committee.

Any student making a grade of D+ or below in any course will be

automatically placed on academic suspension. After a three month waiting period, the student may petition to return to the program.

If reinstated by the Admissions Committee, the student must

repeat the course and achieve a grade of C or better. A maximum

of two course grades of C+ or C are permitted.

Any student receiving more than one grade of D+ or below will be permanently dismissed from the program.

Course Evaluation and Assessment

A Course and Instructor Evaluation is completed by students at the end of each course. The Graduate Counseling Program

administrative assistant receives and compiles these evaluations

into an anonymous summary report. In order to maintain high

quality instruction in all classes, instructors receive the results of

the evaluations after all grades have been submitted. Evaluation of the program takes place at the Comprehensive Exam.

Doctoral Student Professionalism

Membership in Professional Organizations

To promote students' professional development, the Graduate Counseling Program identifies specific professional organizations

of which students will become active members. Doctoral students

are required to become members of the American Counseling Association (ACA) and the American Association of Counselor

Educators and Supervisors (ACES) through ACA and maintain

these memberships while in the program. In an effort to further

develop leadership skills that will enhance the mental health

community, it is expected that students will not only join ACA and

ACES but that they will also actively participate and pursue leadership opportunities within these professional organizations.

Professional Classroom Environment

A professional classroom environment is necessary for the growth

and development of counselors. In an effort to encourage a healthy teaching and learning environment, students are to exemplify the

professionalism expected of counselors. Characteristics such as

attentiveness, curiosity, humility, approachability, flexibility, and

mutual respect among peers and instructors are expected. In an

effort to encourage such teaching environments, all students are

expected to:

• listen attentively, ask relevant questions, and demonstrate a

positive attitude toward learning

• respond in a positive manner to questions, suggestions, and/or

constructive feedback

• deal with classroom concerns directly/privately with the

professor

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GRADUATE COUNSELING PROGRAM| 59

• be on time for all scheduled classes, including timely return from breaks

• demonstrate cooperation with and mutual respect for peers

• appropriately use computers and any other mobile devices for classroom purposes only and in a manner that would not

distract from any activity such as devotionals, lecture, or other

class presentations.

Special note: These standards of professionalism are not limited to the classroom environment; students are expected to maintain this

professionalism while in the dissertation process as well.

Ph.D. Curriculum

Program of Study

The Ph.D. program will encompass a 66-hour curriculum as listed

below:

Core Courses — 27 hours

CSL 7003 Psychodynamic Psychotherapies 3

CSL 7004 Cognitive Behavioral Therapies 3

CSL 7007 Treating Addictions: A Family Dynamics Approach

3

CSL 7008 Diagnosis and Treatment of Sexual Disorders

3

CSL 7009 Advanced Multicultural Counseling 3

CSL 7010 Issues of Integration: Christian Ideology in a Professional World

3

CSL 7020 Special Topics in Counseling 3

CSL 7104 Specialized Systemic Family Therapy 3

CSL 7151 Psychological Testing for Counselors 3

Teaching and Supervision — 6 hours

CSL 7201 Supervision Models 3

CSL 7251 Technology and Teaching Strategies in Counselor Education

3

Cognates — 6 hours

MFC/T Cognate

CSL 7101 Preventative Approaches: Premarital Therapy and Enrichment Activities

3

CSL 7102 Theories of Affect Regulation and Attachment (Affective Therapy)

3

or

Counseling Cognate

CSL 7152 Professional Challenges for Counselors

3

CSL 7153 Psychopharmacological Issues in Counseling Settings

3

Internship — 6 hours

CSL 7360 Doctoral Internship I 2

CSL 7361 Doctoral Internship II 2

CSL 7362 Doctoral Internship III 2

Research/Dissertation — 21 hours

CSL 7030 Qualitative Research and Program Evaluation

3

CSL 7301 Doctoral Research Methodology 3

CSL 7300/PSY 7300

Dissertation Proposal Development I 3

CSL 7305 Dissertation Proposal Development II

3

CSL 7302/PSY 7302

Statistical Analysis in Clinical Practice 3

CSL 7303/PSY 7303

Dissertation Research 6

Note: If a student is unable to finish the dissertation during the required six semester hours of CSL 7303, the student may be

registered for a one credit hour dissertation continuation course.

CSL 7399 Dissertation Research Continuation 1

Subtotal: 66

FACULTY

Full-time Faculty

JAMES E. AGEE, III

B.B.A., Eastern Nazarene College, 1994; M.A., Trevecca Nazarene University, 2005; Ph.D., University of Albany, 2000.

MICHAEL CHRISTIAN B.A., Union University, 1978; M.Div., The Southern Baptist

Theological Seminary, 2001; M.A., Trevecca Nazarene University,

2004; Ph.D., Trevecca Nazarene University, 2011.

AMANDA GRIEME-BRADLEY

B.A., Greenville College, 2002; M.M.F.T., Trevecca Nazarene

University, 2004; Ph.D., Trevecca Nazarene University, 2011.

DONALD R. HARVEY B.A., Bethany Nazarene College, 1970; M.A., University of

Alabama, 1975; Ph.D., Virginia Polytechnic Institute and State

University, 1983.

SARA HOPKINS

B.A., Arkansas Tech University, 2001; M.M.F.T., Trevecca Nazarene University, 2005; Ph.D., Trevecca Nazarene University,

2011.

SUSAN LAHEY B.S., Middle Tennessee State University, 2002; M.M.F.T., Trevecca

Nazarene University, 2004; Ph.D., Regent University, 2008.

JAMES SCHUT B.A., Hope College, 1992; M.S., Vanderbilt University, 1996;

M.M.F.T., Trevecca Nazarene University, 2014; Ph.D., Vanderbilt

University, 2000.

PETER F. WILSON B.A., Free Will Baptist Bible College, 1973; M.A., Middle

Tennessee State University, 1976; Ed.D., Tennessee State University, 1992.

Part-time Faculty

JULIE BARNES

B.A., Cumberland University, 1993; M.A., Trevecca Nazarene University, 1998; Ph.D., Trevecca Nazarene University, 2012.

TAMMY BEEMAN

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60| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

B.A., San Diego State University, 1991; M.A., Biola University,

1993; Psy.D., Biola University, 1997.

DIANNE C. BRADLEY B.A., Argosy University, 2006; M.M.F.T., Trevecca Nazarene

University, 2008; Ph.D., Trevecca Nazarene University, 2011.

DAVID DODD B.A., Middle Tennessee State University, 1980; M.A, University of

Mississippi, 1985; Ph.D., University of North Texas, 1990.

ALAN GODWIN

B.S., Mississippi State University, 1974; M.A., Dallas Theological Seminary, 1985; Psy.D., Western Seminary, 1989.

DONALD L. JACKSON, JR. B.A., Warner University, 1990; M.M.F.T., Trevecca Nazarene

University, 2005; Ph.D., Trevecca Nazarene University, 2012.

BERRYLIN MANGIN B.A., Florida State University, 1999; M.A., Regent University, 2005;

Psy.D., Regent University, 2008.

BRUCE A. McCURDY B.A., Tennessee Temple University, 1978; M.A., Middle Tennessee

State University, 1990; Ed.D., Tennessee State University, 1995.

KENNETH SANDERFER B.S., Sam Houston State University, 1974; M.M.F.T., Trevecca

Nazarene University, 2001.

JOYCE SLOAN B.S., Middle Tennessee State University, 1998; M.A., Trevecca

Nazarene University, 2003; Ph.D., Trevecca Nazarene University, 2011.

STEVE STRIDE B.A., California State University, 1995; M.A., Azusa Pacific

University, 1997; Ph.D., Alliant International University, 2003.

DAVID MARK THOMAS B.A., Campbell University, 1994; M.A., Trevecca Nazarene

University, 2003; Ed.D., Argosy University, 2013.

DEANDREA N. WITHERSPOON B.S., Tennessee State University, 2003; M.S., Tennessee State

University, 2007; Ph.D., Trevecca Nazarene University, 2011.

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GRADUATE PHYSICIAN ASSISTANT PROGRAM| 61

Master of Science: Medicine

PHYSICIAN ASSISTANT

This catalog section and program calendar apply to the Graduate Physician Assistant Program

Matriculating in May 2017

THE PHYSICIAN ASSISTANT PROGRAM

Mission Statement of the Graduate Physician Assistant Program MSM-PA

The Graduate Physician Assistant Program exists to prepare professionally competent physician assistants who will use their

skills to serve their communities in compassionate ministry.

Student Learning Outcomes

Graduates of the Physician Assistant Program will be able to:

• Evaluate the patient using a comprehensive history, physical exam, and appropriate laboratory tests

• Interpret laboratory and diagnostic tests

• Formulate diagnosis and appropriate treatment plan

• Educate the patient about their medical condition

• Instruct the patient in healthy lifestyles

• Assist in surgery and perform such procedures as suturing, skin tag or nail removal, and established IV line

Statement of Purpose of the Graduate Physician Assistant Program

To fulfill the mission statement the Physician Assistant Program commits itself to:

1. Recruit qualified candidates for admission into the program.

2. Provide a high quality educational program, which meets

Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) accreditation standards.

3. Provide adequate learning resources and support systems that assist students in meeting the academic requirements of the

Physician Assistant Program.

4. Integrate faith and learning in the life and thought of students.

5. Encourage students to develop lifelong learning behaviors that prepare them for a career in medicine.

6. Engage in ongoing review and evaluation of program effectiveness in preparing competent physician assistant

graduates.

Physician Assistant Program Goals

1. Prepare professionally competent physician assistants for entry into clinical practice.

2. Maintain a level of first-time PANCE pass rates above the national average.

3. Prepare physician assistants who will use their skills in

compassionate ministry/service.

4. Prepare physician assistant students to provide patient-centered

health care to patients from diverse populations with a commitment to the ethical, legal and regulatory standards as

part of an inter-professional collaborative team.

TECHNICAL STANDARDS

Technical Standards of Medical Education at Trevecca

Nazarene University Physician Assistant Program: Admission and Retention Requirements

Physician Assistant education is a broad-based process requiring the acquisition of general knowledge in all fields of medicine and

basic skills requisite for the practice of medicine regardless of

specialty. The education of a PA also requires the development of

judgment through patient care experiences that prepare individuals

for appropriate decision-making in clinical practice.

It is the intent and practice of the Trevecca Nazarene University Physician Assistant Program to select applicants who have the

ability to become highly competent PAs. As an accredited program by the Accreditation Review Commission on Education for the

Physician Assistant, Inc. (ARC-PA), Trevecca adheres to the

“Standards” promulgated by the ARC-PA. Within these guidelines,

Trevecca’s PA Program has the freedom and ultimate

responsibility for the selection of students, the design,

implementation, and evaluation of curriculum, evaluation of students, and determination of who should be awarded a degree.

Admission and retention decisions are based not only on

satisfactory academic achievement but also on non-academic

factors, which serve to ensure that the candidate can complete the

essential functions of the academic program required for

graduation.

The PA Program has the responsibility to the public to assure that

its graduates are fully competent PAs capable of fulfilling the Hippocratic duty “to benefit and do no harm.” Thus, it is

important that persons admitted to the PA Program possess the

intelligence, integrity, compassion, humanitarian concern, and

physical and emotional capacity necessary to practice medicine.

As a private Christian university affiliated with the Church of the Nazarene, Trevecca is open to any qualified student without regard

of race, color, sex, age, creed, national or ethnic origin, or physical

disability. Trevecca Nazarene University complies with all statutory and regulatory nondiscrimination requirements applicable to this

institution in the administration of its educational policies and

programs, scholarships and loan programs, equal opportunity

employment practices, and athletic and other school-administered

programs.

Technical standards, as distinguished from academic standards, refer to those physical, cognitive, and behavioral abilities required

for satisfactory completion of all aspects of the PA curriculum. These standards ensure the development of professional attributes

required of all students at graduation. The essential abilities

Graduate Physician Assistant Program

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62| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

required by the curriculum are in the following areas: motor,

sensory, communication, intellectual (conceptual, integrative, and

qualitative abilities for problem solving and diagnosis), and the

behavioral and social aspects of the performance of a PA.

The PA Program curriculum requires information acquisition. The

student will be required to master relevant content in basic science and clinical courses at a level deemed appropriate by the faculty.

These skills may be described as the ability to comprehend,

memorize, analyze, and synthesize material. The student will be

required to discern and comprehend dimensional and spatial

relationships of structures and demonstrate reasoning and

decision-making skills appropriate to the practice of medicine.

The student will be required to take medical histories, perform

physical exams and assess the health status of organ systems. The

student will also be required to accurately assess laboratory and

diagnostic studies.

The student will be required to communicate effectively with patients and family, physicians and other members of the health

care team. The communication skills require students to assess all

information, including the recognition and assessment of non-

verbal responses and immediate assessment of information

provided to allow for appropriate, well-focused follow-up inquiry. The student will be required to respond with empathetic listening

to establish rapport with patients in a way that promotes openness

on issues of concern and sensitivity to potential cultural

differences.

The student will be required to process and communicate information on the patient’s status with accuracy in a timely

manner to the physician and other members of the health care

team. The student will be required to present this information in a succinct yet comprehensive manner, and in settings in which time

available is limited. Written or dictated patient assessments,

prescriptions, etc., must be complete and accurate. Appropriate

communication may also rely on the student making a correct

judgment in seeking consultation in a timely manner.

The student will be required to understand the basis and content of medical ethics. The student will be required to possess attributes

that include compassion, empathy, altruism, integrity, responsibility, and tolerance. The student will be required to have

emotional stability to function effectively under stress and to adapt

to an environment that may change rapidly without warning

and/or in unpredictable ways.

These technical standards of medical education identify the Trevecca University PA Program requirements for admission and

retention of applicants and students, respectively.

APPLICANT REQUIREMENTS

1. Academics

Physician Assistant program applicants must have earned a bachelor’s degree from a regionally accredited institution at the

time of matriculation into the graduate program. While any

undergraduate major is acceptable, biology or chemistry majors will

be the best prepared for the rigorous demands of the program.

Science courses labeled as "Survey" will not be accepted.

Applicants must successfully complete all of the following program prerequisites, regardless of the undergraduate degree or major. No

online or hybrid courses for the science prerequisites are accepted.

• Human Anatomy and Physiology with lab – 8 semester hours

• General Chemistry I and II with lab – 8 semester hours

• General Psychology – 3 semester hours

• Microbiology with lab – 4 semester hours

• Developmental Psychology (Growth and Development or Lifespan) – 3 semester hours

• Medical Terminology – minimum 1 semester hour/certificate

Applicants are expected to have a cumulative grade point average

(GPA) of 3.25 or greater and a science GPA of 3.25 or greater on

all undergraduate coursework. Applicants are required to complete

the Graduate Record Exam (GRE) and achieve a minimum score

of 300 ("Superscore"). These scores are believed to indicate

sufficient academic ability for successful completion of the

program. With large numbers of applicants, not all students

meeting the minimum requirements will receive an interview. Candidates should endeavor to obtain the highest GPA and GRE

scores possible. With grades lower than a B, the applicant should

retake courses that would reflect a grasp of the material and a

capability of rigorous course work. Entering students of the last

three years have significantly exceeded the minimum requirements.

The averages for the matriculating class of 2018 statistics are:

• General GPA 3.68

• Science GPA 3.60

• GRE combined score of 312

• Age 24

• 5 additional upper level science courses were successfully completed

Additional science courses have shown a strong correlation to successful completion of the rigors of the PA program. These

courses include Immunology, Genetics, Molecular and Cellular

Biology, Organic Chemistry, Bio Chemistry, Pathophysiology,

Virology and/or Physics.

Course Expiration: All science courses must be taken within 7 years of matriculation. If a course was completed more than 7

years prior to the time of matriculation, a refresher course must be successfully completed. A refresher course is qualified by repeating

the course, or in the case of a 2-semester course, repeating one half

of the course. An applicant may be exempt from taking a refresher

course if he or she has practiced consistently in a clinical setting in

which the material covered in the course was utilized. When in

question, repeating the course is recommended.

Pending Courses: For an applicant to present him- or herself

most competitively, it is recommended that 2 or fewer required courses be pending for the spring semester prior to matriculation.

This allows the Admissions committee the ability to accurately

assess the applicant’s academic performance at the time of an

interview.

2. Patient Care

In the opinion of the PA program faculty, past medical experience provides a framework upon which students can build and facilitate

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GRADUATE PHYSICIAN ASSISTANT PROGRAM| 63

the expansion of the fund of medical knowledge. Clinical

experience is required. An applicant must log at least 250 hours of

direct patient care. An applicant will have until October 1st to log

all direct patient care hours in the Centralized Application Service for Physician Assistants (CASPA). We do not accept updates sent

to the program via email. Submitting the total number of hours at

the time of application may expedite your application process.

Shadowing, volunteering, and medical mission exposure does not count toward direct patient care hours. Positions that qualify

include: Medical Assistant, Surgical Technician, First Assistant,

Scribe, CNA, LPN, RN, EMT/Paramedic, OT/PT or OT

asst./PT asst., AT-C, Phlebotomist, RT, ER technician, Lab Technician, Clinical Pharmacy Technician-with clinical exposure,

and Clinical Dietician. Positions that do NOT qualify are Personal

Care Assistant, Pharmacy Technician-without clinical exposure,

Unit Clerk, Camp Counselor, Counselor, and Social Worker.

Clinical training hours for prior degrees obtained are not to be

submitted in the application as direct patient care. Only hours logged as an employee of any of the above clinical positions will be

accepted. Please do not include hours accrued in training or

working towards certification.

3. Shadowing

Shadowing of physician assistants is required for admission at a total of 40 or more hours. Such shadowing provides a sufficient

insight as to the role and duties of practicing physician assistants,

and is believed to be an accurate indicator of an individual’s desire

and commitment to the profession. Shadowing may be logged

from multiple physician assistants. All hours logged should be

obtained via direct clinical observation and not on the basis of a

personal relationship. Mission shadowing can be utilized in the

case of direct patient care with a PA. Applicants will have until

October 1st to log all shadowing hours in CASPA. The program

does not accept updates via email.

4. References

A total of 3 recommendations are required. One recommendation must be by a physician assistant. This PA should be one whom the

applicant has worked alongside in a clinical setting through

observation, shadowing or prior work experience.

5. Background Statement

Through the CASPA portal, an applicant must self-report any misdemeanor, felony, and/or dismissals. If at a later time an

incident is discovered that was not reported, the applicant is subject to possible revoking of an offer or acceptance into

Trevecca’s PA Program. A certified background check will also be

performed prior to matriculation and any positive report is also

subject for revoke of an offer or acceptance.

How to Apply

The Trevecca Nazarene University Physician Assistant Program utilizes the Centralized Application Service for Physician Assistants

(CASPA). Students who wish to apply to the Graduate Physician

Assistant Program must submit the application and documentation to CASPA.

The CASPA application must be completed online at www.caspaonline.org. Early applicants should apply upon opening

of the application cycle in April.

Applications must be submitted to CASPA no later than October 1st and must include the following documentation:

• Official transcripts for all schools attended. DO NOT send any to the program.

• Official transcript indicating baccalaureate degree. DO NOT send any to the program.

• Applicants must have three (3) letters of recommendation.One recommendation must be completed by a Physician Assistant.

• An official copy of the Graduate Record Exam (GRE). The Designated Institution code for Trevecca Nazarene University

is 0532.

Applicants must submit all transcripts and scores directly to CASPA. If you have been offered a seat in Trevecca’s PA Program

and have accepted, then official transcripts will be requested from you at that time. Additionally, a health history, exam,

immunizations, and background check will need to be submitted

before orientation. Details will be sent to the matriculant at the

appropriate time.

No advanced placement is given to any student regardless of academic background, and no transfers of students are considered.

Applicants may communicate with the PA Admissions Office by any of the following methods:

• Calling the PA Admissions Office at 615-248-1225

• Sending an e-mail to [email protected]

• Attending the "Information Nights" for further information about the PA Program

For questions concerning the CASPA application process, please contact CASPA directly at 240-497-1985 or e-mail

[email protected].

ADMISSION OF INTERNATIONAL STUDENTS

Trevecca welcomes students from other countries. Applicants whose native language is not English are required to take an

examination of their English language ability before official

acceptance will be granted. The test required is the Test of English

as a Foreign Language (TOEFL), and a minimum score of 550 is

required on the paper based test and a 213 on the computer based

test. On the internet based TOEFL, we require a total score of 80 with 20 on each section (listening, speaking, reading, and writing).

All regular admission requirements must be completed. Fifteen (15) semesters hours must be completed in a United States

accredited institution. Nine (9) of the 15 hours must be

prerequisite courses. Trevecca's Certification of Financial Support

must be on file at the time an I-20 is issued. International students

will have the same financial policy applied to them as any other

student. Only international students with a valid immigration student status of F-1 will be permitted to register.

CREDENTIALS

Students successfully completing the PA curriculum receive the Master of Science-Medicine (MSM) degree from Trevecca

Nazarene University. Graduates subsequently qualify to make application and sit for the National Commission on Certification

of Physician Assistants (NCCPA) national certifying examination.

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64| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

GRADING SYSTEM

Scholastic performance in the didactic and clinical phases will be

reported by using the letters A, A-, B+, B, B-, C+, C, C-, D, and F.

A = Consistently Outstanding Performance

The student has demonstrated mastery of the course objectives. The student is well qualified for subsequent courses in the subject

area and may be expected to perform well in such courses.

B = Exceeds Expectations for Satisfactory Performance

The student has demonstrated a clear understanding of the course objectives. The student is prepared to take subsequent courses in

this subject area and may be expected to perform adequately in such courses.

C = Satisfactory Performance

The student has demonstrated a basic comprehension of the

course objectives. The student is qualified to take subsequent courses in the subject area but may be expected to perform only at

a minimally adequate level in such courses.

D = Unsatisfactory Performance

The student has demonstrated only an elementary familiarity with the course objectives. The student is not technically qualified to

take the next course in the subject area and is not expected to

perform well in such a course.

F = Failure

The student has not demonstrated knowledge or understanding of any meaningful portion of the course objectives. The student is not

qualified to take subsequent courses in this subject area.

Scholastic performance in the didactic and clinical phase is evaluated on the following scale:

95-100 = A

90-94 = A-

87-89 = B+

83-86 = B

80-82 = B-

77-79 = C+

75-76 = C

70-74 = C-

65-69 = D

<64 = F

A final course grade below 75 is a failure.

Physician Assistant Program Curriculum

Professional Curriculum

The curriculum is 27 months in duration, is completed in seven semesters, and requires full-time student participation. The

curriculum is divided into two phases: Didactic and Clinical. The

PA Program academic calendar may not always match the

University calendar.

Didactic Phase: Consists of 15 months of basic medical science and clinical medicine courses.

Clinical Phase: Consists of 12 months of required and elective rotations, each six week's duration, and completed in private

physician offices, hospitals, and clinics. It is expected that students

accepting admission to the PA Program will accept rotation assignments where and when they are available. Reliable

transportation is required. All expenses related to travel, meals, and

lodging during rotations are the responsibility of the student.

Financial planning in this area is important.

Program of Study

Didactic Phase

Summer Semester I

PAS 5010 Medical Ethics 2

PAS 5025 Research Methods and Designs in Medicine

3

PAS 5030 Introduction to the Physician Assistant (PA) Profession

2

PAS 5070 Applied Anatomy 4

PAS 5310 Medical Physiology and Pathophysiology I

4

Subtotal: 15

Fall Semester

PAS 5080 Clinical Medicine I 8

PAS 5090 Introduction to Psychiatry 3

PAS 5100 Medical Communications 2

PAS 5125 Laboratory Medicine I 2

PAS 5180 Physical Assessment 4

PAS 5315 Medical Physiology and Pathophysiology II

4

PAS 5340 Clinical Pharmacotherapeutics I 3

PAS 5400 Introduction to EKG 1

Subtotal: 27

Spring Semester

PAS 5050 Clinical Procedures 2

PAS 5126 Laboratory Medicine II 2

PAS 5140 Clinical Medicine II 8

PAS 5170 Introduction to Surgery 3

PAS 5290 Clinical Integration Skills I 2

PAS 5320 Medical Physiology and Pathophysiology III

4

PAS 5345 Clinical Pharmacotherapeutics II 4

PAS 5410 Clinical Radiology 2

Subtotal: 27

Summer Semester II

PAS 5200 Introduction to Pediatrics 3

PAS 5230 Introduction to Obstetrics and Gynecology

3

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GRADUATE PHYSICIAN ASSISTANT PROGRAM| 65

PAS 5240 Clinical Medicine III 8

PAS 5250 Introduction to Emergency Medicine 3

PAS 5260 Clinical Practicum 1

PAS 5291 Clinical Integration Skills II 2

PAS 5350 Clinical Pharmacotherapeutics III 4

Subtotal: 24

Clinical Phase

All clinical rotations are six weeks in duration with a forty-hour per

week minimum.

PAS 5280 Seminar: Research Methods and Design

1

PAS 6010 Family Medicine I 6

PAS 6020 Family Medicine II 6

PAS 6030 Emergency Medicine 6

PAS 6050 Internal Medicine 6

PAS 6070 Pediatrics 6

PAS 6090 Surgery 6

PAS 6110 Behavioral and Mental Health 6

PAS 6xxx Elective 6

Subtotal: 49

Elective Rotations

Elective rotations are six weeks in duration and are available in a variety of medical and surgical disciplines:

PAS 6120 Pain Management 6

PAS 6200 Family Medicine 6

PAS 6210 Emergency Medicine 6

PAS 6220 Internal Medicine 6

PAS 6230 Cardiology 6

PAS 6240 Dermatology 6

PAS 6250 Cardiovascular Surgery 6

PAS 6260 Surgery 6

PAS 6260 Pediatrics 6

PAS 6280 Orthopedics 6

PAS 6290 Sports Medicine 6

PAS 6300 Obstetrics & Gynecology 6

PAS 6320 Radiology 6

PAS 6330 Otorhinolaryngology 6

PAS 6340 Geriatrics 6

PAS 6350 Medical Education 6

PAS 6390 Neurology 6

PAS 6460 Behavioral and Mental Health 6

PAS 6470 Neurosurgery 6

PAS 6480 Urology 6

PAS 6500 Oncology 6

Total Credit Hours: 116

GRADUATE PHYSICIAN ASSISTANT PROGRAM

FACULTY Core Faculty

BRET REEVES, Program Director, Physician Assistant Program—

BS, University of Nebraska, 2001; MPAS, University of Nebraska

Medical Center, 2005.

CLARK RAY, Medical Director, Physician Assistant Program— BS, University of Alabama, Huntsville 1984; MD, University of

Tennessee, Memphis, 1988; Board Certified in Internal Medicine.

TASHA ADAMS, Assistant Professor, Physician Assistant Program—

BS, Valdosta State University, 2001; MS, Middle Tennessee State

University, 2003; MSM, Trevecca Nazarene University, 2005.

KAREN E. FRYE, Associate Professor, Physician Assistant Program—

BA, Point Loma Nazarene University, 1972; MD, The University

of Arizona, Tucson, 1978.

KATRINA GILL, Admissions Director, Physician Assistant Program—

BSN, University of Tennessee, 1995; MSM Trevecca Nazarene

University, 2001.

KARI HAMMER, Clinical Coordinator, Physician Assistant Program—

BA, Seattle Pacific University, 2000; MSM, Trevecca Nazarene University, 2007

COURTNEY HARRIS, Instructor, Physician Assistant Program—

BS, Harding University, 2011; PharmD, Lipscomb University,

2014.

ERIN MARTINEZ, Assistant Professor, Curriculum Coordinator, Physician Assistant Program—

BS, Grove City College, 2006; PhD, Vanderbilt University, 2013.

MEGA PURINO, Instructor, Physician Assistant Program— BS, Houghton College, 1995; BS, Physician Assistant, Trevecca

Nazarene University, 1998; MPAS, University of Nebraska Medical

Center, 2005.

JENNY ROBINSON, Sr. Clinical Coordinator, Instructor,

Physician Assistant Program— BS, Lipscomb University 2009; MSM, Trevecca Nazarene

University, 2011.

MARY TRACY, Assistant Professor, Physician Assistant

Program—

BA, Houghton College, 2003; MSM, Trevecca Nazarene University, 2007.

JOY V. TWILLIE, Associate Professor, Academic Director,

Physician Assistant Program—

B.A., Andrews University, 1987; M.D. John Hopkins University

School of Medicine, 1991.

Administrative Personnel

MICHELLE LAMB, Data Analyst, Physician Assistant

Program—

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66| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

BS, Bethel University, 2011; MBA/HCA, Bethel University, 2014.

MARSHA OVERSTREET, Administrative Assistant/Admissions Specialist, Physician Assistant Program—

BS, Trevecca Nazarene University, 1978.

SHELLI RUSSELL, Clinical Coordinator Assistant, Physician Assistant Program—

AA, Trevecca Nazarene University, 1989; BS, Trevecca Nazarene

University, 1991.

KAREN ULMET, Academic Coordinator Assistant, Physician

Assistant Program— BS, Trevecca Nazarene University, 1981; MAE Georgetown

College, 1990.

TERESA VINES, Program Coordinator, Physician Assistant

Program—

BS, Trevecca Nazarene University, 2000.

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GRADUATE EDUCATION PROGRAM| 67

Master of Arts in Teaching K-5

Master of Arts in Teaching 6-12

Master of Education: Curriculum and Instruction K-12

Master of Education: Curriculum and Instruction for Christian School Educators K-12

Master of Education: Educational Leadership K-12

Master of Education: English Second Language PreK-12

Master of Library and Information Science PreK-12

Master of Education: Visual Impairments Special Education

Educational Specialist: Accountability and Instructional Leadership

School of Education

Mackey Building (Corner of Lester and Hart)

615-248-1201

Fax 615-248-1597

THE SCHOOL OF EDUCATION

It is the mission of the School of Education to model competence, character, and compassion so that our candidates emulate and

embrace these qualities in service and leadership.

Programs

Trevecca Nazarene University offers the following graduate degrees in the School of Education:

Master of Arts in Teaching K-5

Master of Arts in Teaching 6-12

Master of Education: Curriculum and Instruction K-12

Master of Education: Curriculum and Instruction for Christian School Educators K-12

Master of Education: Educational Leadership K-12

Non-degree – Licensure in Educational Leadership also available

Master of Education: English Second Language PreK-12

Non-degree - Licensure in English Second Language also

available

Master of Library and Information Science PreK-12

Non-degree - Licensure in Library and Information Science also available

Master of Education: Visual Impairments Special Education

Education Specialist: Accountability and Instructional Leadership

*Changes in programs made after catalog publication will be identified on the School of Education Web pages.

The School of Education also provides professional and personal development for educators and administrators. These courses for

license renewal, plus 30, and additional learning are available for

both undergraduate and graduate credit.

Conceptual Framework of the School of Education

Being, Knowing, and Doing – Educators: Shaping the Future. This underlying structure of the conceptual framework for

the School of Education informs and frames the entire unit.

Knowing

Understands Content

Understands Intellectual, Social, and Personal Development

Understands Diversity

Doing

Designs Instructional Strategies

Manages and Motivates

Communicates and Collaborates

Plans and Integrates

Evaluates

Being

Reflects on Practice

Participates in the Professional Community

Pursues Spiritual Development

Inherent in Trevecca’s heritage, mission, and program is the assumption that because of who we are (Being), we seek to learn (Knowing), and to teach

(Doing).

The School of Education, administered by the Dean of the School of Education, offers undergraduate degrees, post-baccalaureate

programs, master’s degrees that lead to licensure, master’s degrees

for which the state does not offer licensure, and one education specialist degree that does not lead to licensure.

Candidates in the master’s level programs begin and continue as a cohort. The same courses are offered at each location. On/off

campus programs use the same textbooks, syllabi, and course

evaluations. The majority of off-campus courses are taught by full-

time faculty.

The University is not responsible for any changes or delays in graduation for candidates who change groups or begin late. The

University may combine groups as needed.

Purpose, Objectives, and Student Learning Outcomes of the Graduate Programs

The purpose of the graduate programs is to provide advanced study beyond the Baccalaureate degree.

Specific objectives are as follows:

• To enhance the knowledge, skills, and dispositions of educators and other professionals through use of research and

technology;

• To assist graduate candidates in showing evidence of Christian commitment and love resulting in service to mankind;

Graduate Education Program

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68| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

• To prepare candidates for leadership roles and service in their communities;

• To provide selected graduate programs that enable candidates to meet licensure requirements; and

• To prepare educational practitioners for a life of meaningful service to their chosen professions.

Specific student learning outcomes are as follows (adapted from INTASC, ISLE, and NBTS):

Knowing:

• Understands content: Demonstrates content knowledge as delineated in standards;

• Understands intellectual, social, and personal development: Demonstrates knowledge of human development; and

• Understands diversity: Demonstrates knowledge of the impact of culture on one's own and others' perceptions, learning styles,

needs, and expectations.

Doing:

• Designs instructional strategies: Able to create learning environments/experiences conducive to the success of all

learners based on standards and best practices;

• Manages and motivates: Able to create a safe, efficient, and effective learning environment that fosters active learning;

• Communicates and/or collaborates: Able to effectively communicate and/or collaborate;

• Plans and integrates: Able to plan. Integrates standards-based

practices and strategies to foster academic achievement and

lifelong learning; and

• Evaluates: Able to use formal and informal assessment strategies and to analyze results to shape instructional

decisions, monitor learning, encourage self-assessment, and report to stakeholders.

Being:

• Reflects on practice: Able to reflect and improve practices;

• Reflects on practice: Engages in personal and professional development as a life-long learner;

• Participates in the professional community: Able to work with colleagues, peers, and community;

• Participates in the professional community: Punctual, attends

class, and turns in assignments on time; and

• Pursues Spiritual development: Acts with integrity, fairness, and in an ethical manner. Demonstrates an ideal of fairness and

belief that all students can learn.

Program Policies for Master's Degrees

Admissions

Two classifications of graduate candidates are recognized:

1. Degree-seeking graduate candidates are those accepted into a specific graduate program. Based on the determination of

suitability made by graduate program directors/coordinators,

up to six approved graduate credit hours (maximum) may be transferred from another accredited institution. No course with

a grade below a "B" will be considered for transfer.

2. Non-degree seeking candidates are those who do not wish to pursue a graduate degree at Trevecca, as well as those who may

wish to begin graduate study before being admitted to a degree

program.

General requirements for admission to master of education degree

programs are required of all applicants. These requirements are:

• Evidence of a baccalaureate degree from a regionally accredited

college or university with minimum GPA of 3.0 (on a 4.0 scale) on all credit earned. Submit two copies of official transcripts;

transcripts marked "Issued to Student" are not recognized as

official transcripts. Official transcripts must be mailed directly

from the university granting the baccalaureate degree.

Transcripts should be mailed to: Trevecca Nazarene University,

College of Graduate and Continuing Studies, 333 Murfreesboro

Road, Nashville, TN 37210.

• Evidence of passing scores on required exams:

• Master of Arts in Teaching: Miller Analogies Test or

Graduate Record Examination

• For all other programs: Minimum score of 378 on Miller

Analogies Test or 290 on Graduate Record Examination (verbal and quantitative combined)

• International Candidates: TOEFL scores (550 paper version, 213 computer version) in addition to those listed

above

• Acceptable references

• Record of immunizations as described in the general section of this graduate supplement

• A successful interview and writing sample

• Teaching Experience:

• Educational Leadership: must have verification of at least three years of successful teaching experience at the time of

admission

• Some programs may require a technology pre-assessment,

additional written requirements, and verification of a current teaching license.

• The official degree conferral dates for the university are: August 15, December 31, and the May graduation date.

Additional requirements may be identified in the program specific sections of this catalog supplement or in assessment system information provided when

beginning the program.

The number of transfer credits that will be accepted is in the Admission section in the general section of this catalog.

Appeal Procedure

Candidates who have questions concerning action taken by the School of Education and faculty have the right to appeal through

the established due process procedure. An appeal must be in

writing and follow the protocol listed below. If a decision is not

acceptable to the candidate at any point, the appeal must be made

in writing within 15 days to the next level. All appeals originate

with the program director.

• Program Director

• Dean of the School of Education

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GRADUATE EDUCATION PROGRAM| 69

• Director's Council

The decision of the Director's Council is final.

Academic Load

Typically, graduate candidates at the master's level take six hours during the fall and spring semesters. During the summer semester,

it may be appropriate to register for up to 12 hours. Master's

programs for non-teaching professionals may vary in course load

per semester. To receive financial aid, candidates must be enrolled

for a minimum of three (3) semester hours. Six hours is considered

a full-time load during the academic calendar year.

Academic Standing and Probation/Suspension

Regardless of the load carried per semester, each candidate must maintain a cumulative grade point average of 3.0 (B) to remain in

good standing. If the cumulative GPA falls below 3.0, the candidate will be declared on academic probation for the following

semester. Upon regaining the required cumulative average (3.0), the

candidate will be in good standing. However, if the candidate does

not meet the cumulative average of 3.0 during the probationary

semester, he/she will be declared on academic suspension for the

subsequent semester and until reinstated by the admissions committee.

Advising

Because Trevecca’s graduate programs are non-traditional and have

standardized curricula, advising, though significant, does not follow the traditional pattern. All candidates begin with a group that takes

the same classes on the same schedule. The only exceptions are

non-degree seeking candidates, candidates who have earned

transfer credit, or the occasional candidate whose program is

interrupted.

The University maintains communication with candidates in at least four ways. First, candidates receive a packet of information.

Second, through the instructors, the candidates know the procedures for their program. Third, information on a range of

topics is communicated through the cohort representative, chosen

by each group, and through e-mail. Fourth, candidates are assigned

to an advisor who is a full-time faculty member.

The primary responsibilities of the advisor are to:

• Evaluate transfer credit (official transcripts must be on file at the University).

• Answer questions related to the Program of Study, a

standardized set of courses for each degree program.

• Counsel candidates regarding any grade below B.

• Encourage candidates throughout the program.

Background Checks and Liability Insurance

In order to participate in field experiences and clinical practice

(student teaching), candidates are required to provide proof of a current background check. If this cannot be provided, candidates

will be directed to contact (at their own expense) the appropriate

vendor to undergo a background check which includes

fingerprinting. A disruption in participation in any program

requires an additional background check. Candidates must notify

the University representative prior to registering for additional classes.

Initial licensure candidates are required to show proof of current professional liability insurance. This may be obtained by joining a

professional educational organization or through another insurance

carrier of the candidate's choice.

Candidacy for the Master's Degree

To be admitted to candidacy for the master's degree, the candidate must have successfully completed the first 12 semester hours of

the program, have submitted a candidacy form, and be recommended by the Dean after faculty review of candidate's file

including dispositions, class attendance, and successful completion

of key assessments. The candidacy forms are provided by the

Office of the School of Education.

Program Completers

To be considered graduate program completers, candidates who are in graduate programs leading to endorsement, licensure, or

non-licensure must meet all of the following criteria:

• Completion of all coursework and key assessments:

• No credits earned with a grade below a B- will be accepted for graduation requirements.

• Any credits earned with a grade of C+, C, or C- must be retaken during the regular schedule of courses resulting in a

delay of graduation.

• Any credits earned with a grade of D or F in any class will result in immediate disenrollment from the University

regardless of the cumulative GPA.

• Completion of clinical practice (student teaching), full year

residency, or alternative licensure seminar requirements

(including required time as a teacher of record);

• Completion of all required state assessments and scores sent to

Trevecca; and

• Completion of the final e-portfolio assessment and other exit

requirements (program assessment, etc.).

Licensure Requirements

In order to be recommended for licensure, candidates must complete all requirements to become a program completer and

submit the required licensure paperwork.

Financial Services

Federal Financial Aid is available to those seeking

endorsements in programs which equip candidates to teach in the classroom.

Candidates must submit a new Free Application for Federal Student Aid for each academic year they are enrolled and want to

receive federal loans. All candidates must contact the Office of

Financial Aid if they want subsequent loans. Financial aid packets

and additional information concerning financial aid may be

obtained by calling the Office of Financial Aid at (615) 248-1242.

Tuition and Fees

The tuition for each graduate degree in the School of Education is a fixed rate divided among the semesters identified for program

completion for a specific cohort. Candidates who do not finish

with the cohort with which they began or who change programs will be assigned to a new cohort and must pay the tuition rate and

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70| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

fees paid by the new cohort to which they are assigned. All fees are

non-refundable. Tuition refunds are per university policy.

Master of Arts in Teaching K-5 / 6-12

Tuition and Fees (30 semester hours) $599/hr

Transitional Mentoring Fee for 2 semesters (plus 3 semester hours)

$1,600

Student Teaching Fee (plus 6 semester hours) $850

Total Program Cost Transitional Mentoring

([$599 X 33] + $1,600)

$21,367

Total Program Cost Student Teaching ([$599 X 36] + $850)

$22,414

Master of Education: English Second Language (ESL)*

(30 semester hours)** $395/hr

Technology fee for each course $50

Total Program Cost ($395 X 30) + ($50 X 9) $12,300

*Applicants interested in the endorsement only program should contact program admissions for

pricing information.

**Texts not included

The design of the M.Ed. Program in Curriculum, Assessment, and Instruction includes 30 semester

hours during four semesters of coursework.

Delivery system is online.

Master of Education: Educational Leadership (EL)

Tuition and Fees (30 semester hours)* $512/hr

Technology fee for each course $50

Total Program Cost ($512 X 30) + ($50 X 9) $15,810

Licensure only (20 semester hours) $10,240

*Texts not included

Master of Library and Information Science (MLIS)

Tuition and Fees (30 semester hours)* $614/hr

Technology fee for each course $50

Total Program Cost ($614 X 30) + ($50 X 9) $18,870

Endorsement only (21 semester hours) $12,894

*Texts not included

To add initial licensure, additional courses/tuition and fees determined by transcript analysis.

Master of Education: Curriculum and Instruction (CAI)

Tuition and Fees (30 semester hours)* $395/hr

Technology fee for each course $50

Total Program Cost ($395 X 30) + ($50 X 9) $12,300

*Texts not included

To add initial licensure, additional courses/tuition

and fees determined by transcript analysis.

Master of Education: Curriculum and Instruction for Christian School Educators

(CAICSE)

Tuition and Fees (30 semester hours)* $395/hr

Technology fee for each course $50

Total Program Cost ($395 X 30) + ($50 X 9) $12,300

*Texts not included

To add initial licensure, additional courses/tuition and fees determined by transcript analysis.

Master of Education: Visual Impairments Special Education

Tuition and Fees (30 semester hours) $599/hr

for those not selected for the grant

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GRADUATE EDUCATION PROGRAM| 71

Total Program Cost for the above mentioned persons

$17,970

Educational Specialist: Accountability and Instructional Leadership

(See Ed.S. section (p. 77)

of this catalog.)

Grading System–Master’s Program

The master’s program grading scale is as follows:

Quality Points Per Semester Hour

Exceptional A 4.0

A– 3.7

Superior B+ 3.3

B 3.0

B– 2.7

Average C+ 2.3

C 2.0

C– 1.7

Unacceptable D+ 1.3

D 1.0

D– 0.7

Failing F 0.0

Incomplete I 0.0

Withdrawal W 0.0

Note: Exceptions to grading scales will be noted in course syllabus.

Incompletes are permitted only in the event of extenuating

circumstances and with approval from the Dean.

Graduation Requirements

To receive a master's degree, the candidate must meet the

following academic requirements:

• Completion of all coursework and key assessments:

No credits earned with a grade below a B- will be accepted for graduation requirements.

Any credits earned with a grade of C+, C, or C- must be retaken during the regular schedule of courses resulting in a

delay of graduation.

Any credits earned with a grade of D or F in any class will result in the immediate disenrollment from the University regardless

of the cumulative GPA.

• Submit candidacy form upon completion of 12 semester hours

(see further requirements under "Candidacy for the Master's").

Successfully participate in an Exit Summative or Assessment/E-

Portfolio over one’s major field of study. This is required during the final semester of the candidate’s program. Exit

Assessment/Summative Assessment/E-Portfolio or any portion

thereof may be repeated only once.

• Apply for graduation with the School of Education office.

• Successfully complete ALL required field experiences.

• Complete master’s level coursework within a five-year period of the beginning date of program.

Program Evaluation and Assessment

A Course and Instructor Evaluation is administered at the end of courses. Forms are distributed electronically by the institutional

effectiveness department. The evaluation is considered a personal

assessment; therefore, discussion of any kind during the process

should not occur. In order to maintain high quality instruction in

all the classes, instructors receive the results of the evaluations after

all grades have been submitted. Courses include several types of evaluative and assessment measures related to student progress. An

evaluation of the program takes place at the Exit Assessment.

Master of Arts in Teaching

The Master of Arts in Teaching is a non-traditional program designed to accommodate working adults who have an

undergraduate degree. No graduate credit may be transferred to the

MAT programs.

The MAT K-5 is designed for individuals who have an undergraduate degree in a field other than elementary education

and who desire a degree and/or licensure at the K-6 level.

The MAT 6-12 is designed for individuals who have an undergraduate degree in one of the following content areas of

study:

• Biology

• Business

• Chemistry

• English

• History

• Economics

• Government

• Mathematics

• Music

• Instrumental/General

• Vocal/General

• Physical Education

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72| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

• Health

• Physics

• Speech Communication

• Theatre

The GRE or MAT test is required for admission. Additionally,

passing scores on the Praxis I Core Academic Skills Exam (reading, writing, and math) are required by the completion of six hours in

the program and a passing score on the Praxis II Content

Knowledge test must be submitted to the School of Education

before the completion of 12 semester hours of coursework. If a

test is not passed by the required deadline, the candidate has one

semester to provide a passing score, at which time the candidate may continue coursework. Other required Praxis II tests must be

passed prior to clinical practice (student teaching).

Master of Arts in Teaching K-5

This five to six semester program is composed of 30 hours of course work and six hours of clinical practice (student teaching). A

30-hour, non-licensure option without clinical practice (student

teaching) is available; however, this option does not qualify as full

completion of the teacher education program. All candidates must

complete and present the Electronic Portfolio prior to graduation.

Job-Embedded Practitioners License: Candidates who accept

employment for full-time teaching on a job-embedded practitioner license while enrolled in the MAT program are achieving teacher

licensure through an alternative process and must participate in a

mentoring plan as required by the Tennessee State Department of

Education. To meet this requirement, 10 months of successful

teaching coupled with mentoring is required in lieu of the

traditional one semester of clinical practice (student teaching). As stated in the Nashville Area Alternative Licensure Consortium

plan, mentoring is to be jointly provided by the employing school

district and by the respective university during the time that the

candidate is enrolled. Trevecca will assign a mentor to work with

the candidate. The role of the mentor is to coach and assist the

candidate; the mentor does not serve as an evaluator of the candidate's progress. The candidate will attend seminars and other

professional development provided by the School of Education as

part of the transitional license process. To be eligible, candidates

must pass Praxis I core exam and pass his or her content

knowledge Praxis II for his or her respective content area.

Aspiring Teachers: Candidates who accept employment as an

Aspiring Teacher while enrolled in the MAT program are achieving

teacher licensure through an experimental year-long clinical residency. Candidates who plan to achieve licensure through this

process must participate in a mentoring plan. To meet this

requirement, one year of successful teaching in an Aspiring

Teacher role coupled with mentoring is required in lieu of the

traditional one semester of clinical practice (student teaching).

Trevecca will assign a mentor to work with the aspiring teacher. The role of the mentor is to coach, assist, and evaluate the aspiring

teacher's progress. As required, the aspiring teacher will attend

seminars and other professional development opportunities

provided by the university and assigned school. To be eligible,

candidates must pass Praxis I core exam and pass his or her

content knowledge Praxis II for his or her respective content area.

The MAT summer class sessions are accelerated and intensive. Candidates can earn three credit hours over the course of a three-week period. Therefore, it is imperative that all candidates be present for the entirety of each class. There will be a reduction of one letter grade for any candidate who is absent for three hours. Any absence from a summer class that exceeds three hours may result in disenrollment from the course.

Program of Study MAT K-5

Core Courses

TMA 6603 Curriculum and Technological Design I

3

TMA 6604 Curriculum and Technological Design I

3

TMA 5510 Psychological Foundations of Learning

3

TMA 5520 Assessment for Excellence 3

TMA 6510 Classroom Organization and Management for Educators in Diverse Settings (K-5)

3

TMA 6680 Teaching the Exceptional Learner 3

Major Courses

TMA 6410 Math Lab 1

TMA 6610 K-6 Reading 3

TMA 6620 K-6 Science Education 3

TMA 6630 K-6 Math 3

TMA 6640 K-6 Social Studies Education 2

TMA 6650 Student Teaching and Seminar K-6 6

or

TMA 6710 Alternative Licensure Seminar I 2

and

TMA 6715 Alternative Licensure Seminar II 1

TMA 6610, TMA 6620, TMA 6630, and TMA 6640: Includes a required field experience. Field experiences and clinical practice provide evidence

that students are learning when being taught by candidates.

Total Credit Hours: 33-36

Master of Arts in Teaching 6-12

This five to six semester program is composed of 30 hours of coursework and six hours of clinical practice (student teaching). A

30-hour, non-licensure option without clinical practice (student

teaching) is available; however, this option does not qualify as full

completion of the teacher education program. All candidates must

complete and present the Electronic Portfolio prior to graduation.

Job-Embedded Practioner's License: Candidates who accept employment for full-time teaching on a job-embedded

practitioner's license while enrolled in the MAT program are achieving teacher licensure through an alternative licensure process

and must participate in a mentoring plan as required by the

Tennessee State Department of Education. To meet this

requirement, 10 months of successful teaching coupled with

mentoring is required in lieu of the traditional one semester of

clinical practice (student teaching). As stated in the Nashville Area

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GRADUATE EDUCATION PROGRAM| 73

Alternative Licensure Consortium plan, mentoring is to be jointly

provided by the employing school district and by the respective

university during the time that the candidate is enrolled. Trevecca

will assign a mentor to work with the candidate. The role of the mentor is to coach and assist the candidate; the mentor does not

serve as an evaluator of the candidate's progress. The candidate will

attend seminars and other professional development provided by

the School of Education as part of the alternative license process.

To be supported on job-embedded license, candidate must achieve

passing scores on Praxis I Core and Praxis II Content Knowledge.

Aspiring Teachers: Candidates who accept employment as an

Aspiring Teacher while enrolled in the MAT program are achieving teacher licensure through an experimental year-long clinical

residency. Candidates who plan to achieve licensure through this

process must participate in a mentoring plan. To meet this

requirement, one year of successful teaching in an Aspiring

Teacher role coupled with mentoring is required in lieu of the

traditional one semester of clinical practice (student teaching). Trevecca will assign a mentor to work with the aspiring teacher.

The role of the mentor is to coach, assist, and evaluate the aspiring

teacher's progress. As required, the aspiring teacher will attend

seminars and other professional development opportunities

provided by the School of Education and assigned school.

Candidate must achieve passing scores on Praxis I Core and Praxis II Content Knowledge.

The MAT summer class sessions are accelerated and intensive. Candidates can earn three credit hours over the course of a three-week period. Therefore, it is imperative that all candidates be present for the entirety of each class. There will be a reduction of one letter grade for any candidate who is absent for three hours. Any absence from a summer class that exceeds three hours may result in disenrollment from the course.

Program of Study MAT 6-12

Core Courses

TMA 6603 Curriculum and Technological Design I

3

TMA 6604 Curriculum and Technological Design I

3

TMA 5510 Psychological Foundations of Learning

3

TMA 5520 Assessment for Excellence 3

TMA 6511 Classroom Organization and Management for Educators in Diverse Settings (6-12)

3

TMA 6680 Teaching the Exceptional Learner 3

Major Courses

TMA 6400 Secondary Course Design 3

TMA 6625 Reading and Writing in the Content Area

3

TMA 6635 Methods and Tools for Secondary Teachers

3

TMA 6695 Excellence in the Content Area 3

TMA 6665 Student Teaching and Seminar 7-12 6

OR

TMA 6710 Alternative Licensure Seminar I 2

and

TMA 6715 Alternative Licensure Seminar II 1

TMA 6625, TMA 6635, and TMA 6695: Includes a required field experience. Field experiences and clinical practice provide evidence that students

are learning when being taught by candidates.

Total Credit Hours: 33-36

Master of Education: Curriculum and Instruction K-12

The M.Ed. in Curriculum, Assessment, and Instruction Program is appropriate for individuals who wish to continue working as

teachers and to increase their knowledge and skills regarding

curriculum, assessment, and instruction. This degree does not lead to licensure.

Exceptions to the general admission requirements for master's degrees are no prior student teaching experience or Praxis scores

are required. GRE or MAT scores must be submitted as a part of

our key assessments.

The design of the M.Ed. Program in Curriculum, Assessment, and Instruction includes 30 semester hours during four semesters of

coursework. Delivery system is online.

Program of Study for CAI

Required Courses

GEN 0000 Introduction to Online Learning

EDU 6830 Curriculum Planning and Instructional Practice

3

EDU 6710 Technology Integration in Teaching and Learning

3

EDU 6720 Action Research for School Improvement

3

EDU 6725 Data Analysis for School Improvement

3

EDU 6730 Field Experience Focusing on School Improvement Planning

1

EDU 6740 Inclusive Practices in Teaching and Learning

3

EDU 6770 Leading Curricular Change 3

EDU 6835 Field Experience Focusing on Educational Collaboration and Staff Development

1

EDU 6840 Creating Effective Classroom Environments for Instruction

3

EDU 6845 Field Experience Best Practices in Curriculum, Assessment and Instruction

1

ESL 6040 Methods of Assessment and Evaluation for ESL

3

ESL 6000 Language Acquisition and Learning 3

EDU 6800 Exit Assessment/E-Portfolio

EDU 6730, EDU 6835, and EDU 6845: Includes a required field experience. Field experiences provide evidence that students are learning when

being taught by candidates. In order to participate in mandatory experiences,

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74| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

all candidates will be required to undergo a background check and be

fingerprinted, at their own expense, prior to beginning the first class.

Total Credit Hours: 30

Master of Education: Curriculum and Instruction for Chistian School Educators K-12

The Masters of Education degree (M.Ed.) in Curriculum and Instruction for Christian School Educators K-12 is a 30-semester-

hour, cohort-based program designed to be completed in four

semesters. In the online format, each course is six (6) weeks in

length. The face to face classes meet on Saturdays from 8:00 a.m.

until 4:00 p.m. Five class sessions comprise one three semester hour course. Two courses and a field experience are taken each

semester. Candidates will complete an electronic portfolio in lieu

of a thesis. Coursework integrates faith and learning in the areas of

lesson writing, technology, individual learning styles, assessment

driven instruction, best practices, and classroom management.

Program of Study for CAICSE

Required Courses

CSE 6710 Technology Integration in Teaching and Learning

3

CSE 6830 Curriculum Planning and Instructional Practice

3

CSE 6835 Field Experience: Staff Development 1

CSE 6720 Action Research for Christian School Improvement

3

CSE 6725 Data Analysis for Improvement in Christian Schools

1

CSE 6730 Field Experience: Planning for Improvement

1

CSE 6840 Creating Effective Classroom Environments for Instruction

3

CSE 6740 Inclusive Practices for Teaching and Learning

3

CSE 6770 Leading Curricular Change 3

CSE 6845 Field Experience: Content Area Methods

3

CSE 6000 Reading Across the Curriculum 3

CSE 6040 Methods of Assessment and Evaluation

2

CSE 6800 Exit Assessment and Portfolio 1

Master of Education: Educational Leadership K-12

The Master of Education in Educational Leadership program is designed to prepare school leaders. The program courses and

experiences prepare candidates to take the School Leader Licensure Assessment (SLLA). A passing score on this national test

prior to awarding the degree is required by the state.

The design of the M.Ed. program in educational leadership for on-campus classes includes 30 semester hours over a 15-month

period. The delivery system format includes a variety of

instructional strategies including lecture, group projects, small

group discussions, technology presentations, guest speakers, field

trips, and instructor-student interactions. To meet the requirements

of the Tennessee State Board of Education, Trevecca must have an

agreement with the Tennessee school districts from which

applicants are selected.

In addition to the general admissions requirements, the specific admission requirements for applicants for the Master of Education

in Educational Leadership degree are as follows:

1. Submit verification of three years of successful teaching experience through references by school administrator.

2. Complete during interview a Writing on Demand in essay format responses to questions regarding (a) applicant's

leadership background and goals, (b) applicant's methods for assessing student learning, and (c) applicant's perception of

her/his integrity, persistence, assertiveness, work ethic, and

disposition.

3. Submit school administrator recommendation form which can be obtained through the School of Graduate and Continuing

Studies.

4. Submit mentor and County Recommendation Forms, which can be obtained through the School of Graduate and

Continuing Studies.

See also the general admission requirements for this program. Graduates from this program may qualify for the Instructional Leadership License (ILL-B).

Program of Study for Educational Leadership

Core courses in the Preferred Sequence:

EDU 6001 Field Experience I for School Leaders

1

EDU 6010 Leadership for Instructional Effectiveness

3

EDU 6020 Decision Making for Instructional Improvement

3

EDU 6002 Field Experience II for School Leaders

1

EDU 6030 Curriculum for Instructional Leaders 3

EDU 6035 Law, Ethics, and Diversity for School Leaders

3

EDU 6003 Field Experience III for School Leaders

1

EDU 6040 Valuing Diversity for School Effectiveness

3

EDU 6045 Assessing Learning for School Improvement

3

EDU 6004 Field Experience IV for School Leaders

1

EDU 6015 Technology for Instructional Leaders 3

EDU 6025 Using Research and Data for Improved Student Learning

3

EDU 6050 Summative Assessment Seminar for School Leaders

2

Subtotal: 30

EDU 6001, EDU 6002, EDU 6003, and EDU 6004: Includes a field

experience. Field experiences and clinical practice provide evidence that students are learning when being taught by candidates.

In order to demonstrate leadership practices that facilitate student achievement, candidates are required to complete field experience

courses.

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GRADUATE EDUCATION PROGRAM| 75

Licensure-only in Educational Leadership

This non-degree offering is available to individuals who hold an education-related master’s degree.

The program consists of 20 hours as follows.

EDU 6001 Field Experience I for School Leaders

1

EDU 6010 Leadership for Instructional Effectiveness

3

EDU 6020 Decision Making for Instructional Improvement

3

EDU 6002 Field Experience II for School Leaders

1

EDU 6030 Curriculum for Instructional Leaders 3

EDU 6035 Law, Ethics, and Diversity for School Leaders

3

EDU 6003 Field Experience III for School Leaders

1

EDU 6045 Assessing Learning for School Improvement

3

EDU 6050 Summative Assessment Seminar for School Leaders

2

Subtotal: 20

EDU 6001, EDU 6002, EDU 6003, and EDU 6005: Includes a required field experience. Field experiences provide evidence that students are

learning when being taught by candidates. In order to participate in mandatory

experiences, all candidates will be required to undergo a background check and be fingerprinted, at their own expense, prior to beginning the first class.

A passing score on the SLLA exam, submitted to TNU, is required prior to awarding of degree and recommendation for licensure.

Salary and Licensure Requirement: The State requires instructional leadership licensure, along with the required coursework, to grant

the master's degree. Trevecca will post conferral of a Master of

Education degree in Educational Leadership upon the receipt of a

score of 160 or better on the School Leaders Licensure

Assessment. It is the candidate's responsibility to provide Trevecca

with a copy of his or her SLLA score.

Instructional Leadership License - Beginning (ILL-B)

Requirements for the Instructional Leadership License - Beginning

for the state of Tennessee include:

1. Complete required coursework in Educational Leadership.

2. Pass State required test (School Leaders Licensure Assessment – PRAXIS 6011) with a minimum score of 160.

3. Submit a copy of test score to School of Education.

Instructional Leadership License - Professional (ILL-P)

Candidates for licensure from the State of Tennessee must meet specific requirements to obtain ILL-P:

1. The ILL-P must hold the ILL-B and have completed three years as an instructional leader according to State of Tennessee

Guidelines.

2. The ILL-B (graduate of Trevecca) is responsible for contacting the Director of Advanced Graduate Programs to set up a

professional plan for moving from ILL-B to ILL-P.

3. ILL-B must submit appropriate forms to the State Department of Education to verify ILL-P.

Master of Library and Information Science PreK-12

The Master of Library and Information Science program provides prospective school librarians with a concentrated focus appropriate

for grades PreK-12. This program is designed for individuals who

seek licensure as a school librarian. This program may be appropriate for public librarian training.

The MLIS program is organized as a standardized, peer-group program which means that all candidates in a group will take all

courses together. All candidates are assigned for program advising.

The MLIS program consists of 30 semester hours that will be

completed in a 15-month period. This program is a blended

delivery model with at least one weekend in each course online. An

e-portfolio is maintained throughout the program and is presented

as part of the Exit Seminar. Throughout the program, candidates

complete key assessments as they transition toward completion of the program. Individuals seeking licensure as a school library

information specialist must pass the Praxis Specialty Test for

Library Media Specialists.

Because the MLIS degree is considered a terminal degree for this area of study, no grade lower than B- will be accepted for

graduation. A candidate who makes less than a B- must repeat the

course.

Specific admission requirements for applicants for Master of Library and Information Science degree are as follows:

1. Each applicant will need an email account which will be used regularly for the purpose of communicating with instructors.

2. Upon notification of acceptance, selected applicants will complete a technology pre-assessment via e-mail prior to first

class session.

The admission process must be completed prior to attending the

first class session.

Each peer group begins the program with the summer semester.

The deadline for application file completion is April 15.

Program of Study for MLIS

Required Courses

MLI 5000 Professional and Ethical Issues 3

MLI 5020 Information Technologies II 3

MLI 5030 Knowledge Environment 3

MLI 5040 Fiction/NonFiction Resources for Children and Young Adults

3

MLI 5050 Research Tools and Strategies 3

MLI 5060 Knowledge Management 3

MLI 5070 Knowledge Leadership 3

MLI 5080 Collection Development and Organization

3

MLI 5600 Exit Assessment/E-Portfolio

MLI 5090 Professional Practice 6

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76| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

or

MLI 5200 Enhanced Student Teaching 6

Subtotal: 30

MLI 5090 and MLI 5200: Includes a required field experience. Field experiences and clinical practice provide evidence that students are learning

when being taught by candidates. In order to participate in mandatory experiences, all candidates will be required to undergo a background check and

be fingerprinted, at their own expense, prior to beginning the first class.

Initial Licensure as School Library Media Specialist

Individuals who do not hold a teaching certificate and who are seeking initial licensure as a school library information specialist

only (not as a classroom teacher) must complete course

requirements in addition to the 30 hours required in the master’s of

library and information science program. Courses will be assigned

with a transcript evaluation.

Clinical practice (student teaching) is required to be in two library

settings full-time for fifteen weeks in lieu of the 200-hour professional practice required by the MLIS degree coursework.

Clinical practice (student teaching) will occur in the spring semester

prior to completion of MLIS coursework during the summer

semester or in the fall semester following completion of the MLIS

coursework.

Endorsement Option

This option is designed for those who hold a valid Tennessee teaching certificate in another teaching area and a master's degree

in education. To have "Library Media Specialist PreK-12" added to

a teaching certificate, a candidate must successfully complete the

requirements of the 12 hours of coursework and 6 hours of field

experience as prescribed by the Tennessee Department of

Education and pass the required Praxis test for Library Media

Specialist with a score established by the Tennessee Department of

Education. Candidates must also take a Children and Young Adult Literature course if one has not been taken previously for a total of

21 hours. Further, candidates must be recommended for licensure

by the Trevecca Certification Officer.

Required Courses

MLI 5000 Professional and Ethical Issues 3

MLI 5040 Fiction/NonFiction Resources for Children and Young Adults

3

MLI 5050 Research Tools and Strategies 3

MLI 5060 Knowledge Management 3

MLI 5080 Collection Development and Organization

3

MLI 5090 Professional Practice 6

Subtotal: 21

MLI 5040: Required if do not have previous children/adolescent literature course determined by transcript analysis

MLI 5090: 200 hours. Includes a required field experience. Field experiences and clinical practice provide evidence that students are learning when being

taught by candidates. In order to participate in mandatory experiences, all

candidates will be required to undergo a background check and be

fingerprinted, at their own expense, prior to beginning the first class.

Master of Education: Visual Impairments Special Education

The Vision Institute is a master's degree program at Trevecca Nazarene University designed to equip teachers to work as special

education teachers who are viewed as visual impairments experts.

These teachers may serve as itinerant teachers for students with

visual impairments and other disabilities, and in specialized settings

such as Tennessee School for the Blind.

In addition to coursework, candidates will complete field

experience hours in special education classrooms, a two-day, overnight experience at Tennessee School for the Blind, and a two

week 40-hour field experience.

Trevecca’s Vision Institute is funded through a grant from the State of Tennessee's Department of Education. Candidates must

possess a valid and current Tennessee teachers license in any

endorsement area. To receive this scholarship in the master’s

program, individuals are required to agree to a service commitment

upon completion of licensure requirements. This service agreement will be two years in Tennessee public schools as one of the

following: a teacher at Tennessee School for the Blind; an itinerant

teacher serving students with visual impairment, blindness, or

other disabilities; or a special education teacher.

Upon completion of the Vision Institute program, individuals will have a grace period of six months to secure employment and will

have four years to fulfill the two-year service requirement. The

program is also available to individuals who do not wish to commit to the two-year service agreement but do want the degree. Tuition

for such individuals will be at the regular graduate education tuition

rate/fees.

**Funds for this program are contingent on annual grant renewal by the state of Tennessee.**

Program of Study for Visual Impairments Special Education

Required Courses

VIS 6010 Special Education and Visual Impairments

3

EDU 6075 Diversity in Classrooms and Schools 2

VIS 6030 Advanced Braille 3

EDU 6080 Interdisciplinary Teaching 3

VIS 6040 Field Experience I

VIS 6045 Anatomy and Issues of Visual Learning

3

EDU 6085 Differentiated Teaching 3

VIS 6055 Field Experience II

VIS 6060 Expanded Core Curriculum 3

VIS 6065 Nemeth Code 3

VIS 6070 Assessment for Visual Impairments 3

VIS 6090 Exit Assessment

VIS 6015 Braille Reading and Writing 3

VIS 6025 Braille Basics 1

VIS 6040 and VIS 6055: Includes a required field experience. Field

experiences and clinical practice provide evidence that students are learning

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GRADUATE EDUCATION PROGRAM| 77

when being taught by candidates. In order to participate in mandatory

experiences, all candidates will be required to undergo a background check and

be fingerprinted, at their own expense, prior to beginning the first class.

Total Credit Hours: 30

Master of Education: English Second Language PreK-12

The Master of Education in English Second Language program is designed to provide currently licensed teachers who desire to

become teachers of English Second Language with sequential and

integrated experiences. The ESL master's program will enable

teachers to develop expertise in language acquisition, appropriate instructional models, curriculum design, culture, assessment,

technology, and linguistics.

The Master of Education English Second Language degree consists of a total of 30 hours. Six hours are core courses in education, and

24 hours are in the major. For candidates wishing a

recommendation from Trevecca Nazarene University for an add-

on-endorsement in English Second Language (ESL), thirteen (13)

hours of coursework and a passing score on the Praxis II, English to Speakers of Other Languages (5361) are required.

The master's program in ESL is approved and cohort starts are based on enrollment. Endorsement only courses will be offered as

needed in an online format.

Program of Study for ESL

Core Courses - 6 hours

TMA 6680 Teaching the Exceptional Learner 3

TMA 5510 Psychological Foundations of Learning

3

Major Courses - 24 hours

In addition to 6 hours of core courses, the following 24 hours in ESL Instruction (K-6) are required:

ESL 6000 Language Acquisition and Learning 3

ESL 6010 Trends, Models, and Methods in Instruction

3

ESL 6020 Authentic Language Curriculum Design

3

ESL 6030 Culture 3

ESL 6040 Methods of Assessment and Evaluation for ESL

3

ESL 6050 Technology and Language Learning 3

ESL 6055 Linguistics for Teachers of English Secondary Language

3

ESL 6600 E-Portfolio

ESL 6060 ESL Field Experience 1

Subtotal: 30

Endorsement for English Second Language

Required Courses

ESL 6000 Language Acquisition and Learning 3

ESL 6010 Trends, Models, and Methods in Instruction

3

ESL 6040 Methods of Assessment and Evaluation for ESL

3

ESL 6055 Linguistics for Teachers of English Secondary Language

3

ESL 6060 ESL Field Experience 1

Subtotal: 13

ESL 6060: Includes a required field experience. Field experiences and clinical

practice provide evidence that students are learning when being taught by candidates. In order to participate in mandatory experiences, all candidates will

be required to undergo a background check and be fingerprinted, at their own

expense, prior to beginning the first class.

Ed.S.: Specialist in Accountability and Instructional Leadership

The 30-hour major in the Specialist in Accountability and Instructional Leadership program is designed for administrators,

instructional facilitators, and teachers in schools and districts who

seek to improve school and student performance, be recognized as

an expert in research, data, and accountability, and possess the confidence, knowledge, and skills to be a progressive leader in any

education environment. The program is non-traditional, extends

for four semesters, and is designed to accommodate working adults

who have a graduate degree.

Graduates from this program may qualify for the Instructional Leadership License (ILL-B). See requirements for the ILL-B under

the Master of Education: Educational Leadership K-12 section.

Admission

General requirements for admission into the Ed.S. program are required of all applicants. The requirements are:

• Completed application

• Acceptable references

• Evidence of a master's degree from a regionally accredited college or university with a minimum GPA of 3.0 (on a 4.0

scale) on all credit earned. Submit two copies of official

transcripts; transcripts marked "Issued to Student" are not

recognized as official transcripts. Official transcripts must be

mailed directly from the university granting the master's degree. Transcripts must be mailed to: Trevecca Nazarene University,

School of Graduate and Continuing Studies, 333 Murfreesboro

Road, Nashville, TN 37210.

• Evidence of passing score on required exams: minimum score of 378 on Miller Analogies Test or 290 on Graduate Record

Examination (verbal and quantitative combined)

• Record of immunizations as described in the general section of this graduate supplement

• A successful interview

• Background check and fingerprinting are required if applicant is not currently working in a school system

• Submit verification form showing proof of three years of successful teaching experience through references by school

administrator

• Complete during interview a Writing on Demand in essay format responses to questions regarding (a) applicant's

leadership background and goals, (b) applicant's methods for

assessing student learning, and (c) applicant's perception of

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78| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

her/his integrity, persistence, assertiveness, work ethic, and

disposition

• Submit school administrator recommendation form which can be obtained through the School of Graduate and Continuing

Studies

• Submit mentor and County Recommendation Forms, which can be obtained through the School of Graduate and

Continuing Studies

Appeal Procedure

Candidates who have questions concerning action taken by the School of Education and faculty have the right to appeal through

the established due process procedure. An appeal must be in writing and follow the protocol listed below. If a decision is not

acceptable to the candidate at any point, the appeal must be made

in writing within 15 days to the next level. All appeals originate

with the program director.

• Program Director

• Dean of the School of Education

• Director's Council

The decision of the Director's Council is final.

Academic Load

Typically graduate candidates at the Ed.S. level take six to eight hours during the fall and spring semesters. During the summer

semester, it may be appropriate to register for up to 12 hours. Graduate programs for non-teaching professionals may vary in

course load per semester. To receive financial aid, candidates must

be enrolled for a minimum of three (3) semester hours. Six hours is

considered a full-time load during the academic calendar year.

Academic Standing and Probation/Suspension

Regardless of the load carried per semester, each candidate must maintain a cumulative grade point average of 3.0 (B) to remain in

good standing. If the cumulative GPA falls below 3.0, the

candidate will be declared on academic probation for the following

semester. Upon regaining the required cumulative average (3.0), the candidate will be in good standing. However, if the candidate does

not meet the cumulative average of 3.0 during the probationary

semester, he/she will be declared on academic suspension for the

subsequent semester and until reinstated by the admissions

committee.

Advising

Because Trevecca’s graduate programs are non-traditional and have standardized curricula, advising, though significant, does not follow

the traditional pattern. All candidates begin with a group that takes

the same classes on the same schedule.

The University maintains communication with candidates in at

least four ways. First, candidates receive a packet of information. Second, through the instructors, the candidates know the

procedures for their program. Third, information on a range of

topics is communicated through the cohort representative, chosen

by each group, and through e-mail. Fourth, candidates are assigned

to an advisor who is a full-time faculty member.

The primary responsibilities of the advisor are to:

• Evaluate transfer credit (official transcripts must be on file at the University).

• Answer questions related to the Program of Study, a standardized set of courses for each degree program.

• Counsel candidates regarding any grade below B.

• Encourage candidates throughout the program.

Background Checks

In order to participate in field experiences, candidates are required to provide proof of a current background check. If this cannot be

provided, candidates will be directed to contact (at their own

expense) the appropriate vendor to undergo a background check

which includes fingerprinting. A disruption in participation in any

program requires an additional background check. Candidates must

notify the University representative prior to registering for additional classes.

Candidacy for the Specialist Degree

To be admitted to candidacy for the specialist's degree, the

candidate must have successfully completed the first 12 semester hours of the program, have submitted a candidacy form, and be

recommended by the Dean after faculty review of candidate's file

including dispositions, class attendance, and key assessments. The

candidacy forms are provided by the Office of the School of

Education.

Program Completers

To be considered program completers, candidates must meet all of the following criteria:

• Completion of all coursework and key assessments:

• With a minimum cumulative grade point average of 3.0 with no D or F grades.

• No credits earned with a grade lower than B- will be accepted for meeting graduation requirements and may

result in disenrollment.

• Any grade of D or F will result in immediate disenrollment regardless of cumulative GPA.

• All courses with grades lower than B- must be retaken.

• Completion of action research project; and

• Completion of Capstone/Colloquium and program assessment.

Financial Services

Satisfactory Progress

Any candidate who drops below half-time status (3 credit hours) for two consecutive semesters will be suspended from financial aid.

This suspension will require the candidate to pay for at least three

hours with his or her own resources before he or she can regain eligibility for aid. A candidate may appeal the suspension to the

review committee.

Candidates must submit a new Free Application for Federal Student Aid for each academic year they are enrolled and want to

receive federal loans. All candidates must contact the Office of

Financial Aid if they want subsequent loans. Financial aid packets

and additional information concerning financial aid may be

obtained by calling the Office of Financial Aid at (615) 248-1242.

Tuition and Fees

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GRADUATE EDUCATION PROGRAM| 79

Educational Specialist: Accountability and Instructional Leadership

Tuition and Fees (30 semester hours)* $525/hr

Technology fee for each course

$50

Total Program Cost ($525 x 30) + ($50 x 14)

$16,450

*Texts not included

Grading System – Specialist Degree

The specialist program grading scale is as follows:

Quality Points Per Semester Hour

Exceptional A 4.0

A– 3.7

Superior B+ 3.3

B 3.0

B– 2.7

Average C+ 2.3

C 2.0

C– 1.7

Unacceptable D+ 1.3

D 1.0

D– 0.7

Failing F 0.0

Incomplete I 0.0

Withdrawal W 0.0

Note: Exceptions t grading scales will be noted in course syllabus.

Incompletes are permitted only in the event of extenuating circumstances and with approval from the dean.

Graduation Requirements

To receive a specialist's degree, the candidate must meet the following academic requirements:

• Complete the required number of semester hours of credit with a minimum cumulative grade point average of 3.0.

• No credits earned with a grade below B- will be accepted for meeting graduation requirements.

• Any credits earned with a grade of C+, C, or C- must be retaken during the regular schedule of courses resulting in

delay of graduation.

• Any credits earned with a grade of D or F in any class will result in immediate disenrollment from the University

regardless of the cumulative GPA.

• Submit candidacy form upon completion of 12 semester hours (see further requirements under "Candidacy for the Specialist

Degree").

• Successfully participate in the Colloquium experience. This is

required during the final semester of the candidate's program. Colloquium experience may be repeated only once.

• Apply for graduation with the School of Education office.

• Successfully complete research project.

• Complete Ed.S. level coursework within a five-year period of the beginning date of program.

Course Instructor Evaluation and Assessment

A Course and Instructor Evaluation is administered at the end of

courses. Forms are distributed electronically by the institutional

effectiveness department. The evaluation is considered a personal

assessment; therefore, discussion of any kind during the process should not occur. In order to maintain high quality instruction in

all the classes, instructors receive the results of the evaluations after

all grades have been submitted. Courses include several types of

evaluative and assessment measures related to candidate progress.

An evaluation of the program takes place at the Exit Assessment.

Program of Study - Ed.S. in Specialist in Accountability and Instructional Leadership

EDU 7420, EDU 7425, EDU 7430, and EDU 7435: Includes a field experience. Field experiences and clinical practice provide

evidence that students are learning when being taught by candidates.

In order to demonstrate leadership practices that facilitate student achievement, candidates are required to complete field experience

courses.

Required Courses

EDU 7302 Instructional Leadership, Culture, and Climate

3

EDU 7401 Current Research in Action 3

EDU 7420 Field Experience I for Accountable Leaders

1

EDU 7305 Toolkit for Low Performing Schools 3

EDU 7304 Navigating and Mapping Change through Data Analysis: Beyond Data (What Now?)

3

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80| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

EDU 7425 Field Experience II for Accountable Leaders

1

EDU 7306 Instructional Strategies for Closing the Achievement Gap

3

EDU 7303 Human Capital and Efficacy Building 3

EDU 7402 Educational Research Development I 2

EDU 7430 Field Experience III for Acountable Leaders

1

EDU 7307 Distributive Leadership for Building Capacity and Program Sustainability

3

EDU 7404 Educational Research Development II

1

EDU 7403 Capstone Colloquium 2

EDU 7435 Field Experience IV for Accountable Leaders

1

Subtotal: 30

After successful completion of the Ed.S., candidates desiring to continue into the Ed.D. program will be required to complete the

Ed.D. interview process successfully.

Teaching Faculty (Full-time to the University)

JUDY BIVENS B.S., University of Tennessee at Martin, 1969; M.A.T., Middle

Tennessee State University, 1975; plus 30 in Technology, Western Kentucky University; M.I.S., UT Knoxville, 2000; Ed.D.,

Tennessee State University, 2008.

ANDREW D. BURNHAM

BS, The University of Maine, 1994; MEd, Fitchburg State

University, 1999; Ed.D., Tennessee State University, 2016.

PENNEY H. CARDEN BS, Whitworth College, 1975; MEd, Valdosta State University,

1999; Ed.D., NOVA Southeastern University, 2004.

AMY CONDITT B.S., University of Tennessee, 1992; M.S., University of Tennessee,

1993; Ed.S., Tennessee State University, 2002; Ed.D., Tennessee

State University, 2004.

RUTH COX

B.A., Asbury College, 1970; M.A., Eastern Kentucky University, 1973; Ed.D., NOVA Southeastern University, 1985.

JOHNNY CROW

B.S., Austin Peay State University, 1991; M.Ed., Tennessee State

University, 1994; Ed.D., Tennessee State University, 2010.

SUZANN HARRIS, Dean of the School of Education

B.A., Welch College, 1975; M.Ed., Trevecca Nazarene University,

1991; Ed.D., Trevecca Nazarene University, 2003.

RUTH KINNERSLEY B.A., Greenville College, 1982; M.S.L.I.S., University of Illinois,

1983; M.A.E., Olivet Nazarene University, 1989; Ed.D., Tennessee

University, 2009.

STEPHEN PUSEY

B.A., Olivet Nazarene University, 1975; M.A., Northern Arizona University, 1976; Ph.D., Ohio State University, 1981.

PRILLA SPEER

B.A., Trevecca Nazarene University, 1978; M.L.S., George

Peabody College of Vanderbilt University, 1979.

TANDY K. TAYLOR B.A., Belmont College, 1977; M.Ed., Tennessee State University,

1982; Ed.D., Tennessee State University, 1987.

MARCIA WALKER B.S., Alcorn State University, 1994; B.S., Delta State University,

1999; M.Ed., Delta State University, 2000; Ed.D., Tennessee State University, 2006.

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GRADUATE RELIGION PROGRAM| 81

Master of Arts: Religion

Biblical and Theological Studies

Christian Ministry

Millard Reed School of Theology and Christian Ministry

McClurkan Building

615-248-1378 or Fax 615-248-7418

PROGRAM INFORMATION

Mission Statement

The Graduate Program in Religion at Trevecca Nazarene University seeks to provide women and men the opportunity to

pursue graduate work in Bible and theology, Christian ministry,

and pastoral counseling for service to the world through the

church.

Student Learning Outcomes

The Graduate Program in Religion offers the master of arts degree. The graduate of this program should be able to:

1. Define the most significant issues arising from his/her major.

2. Identify the most significant contributions to his/her major.

3. Define and value the role of the Church for theological

reflection.

4. Define and appropriate the practices of the Christian faith.

5. Define the meaning and significance of Biblical authority for theological reflection and Christian practice.

6. Engage in disciplined and independent research.

7. Frame and critique arguments.

8. Use research skills appropriate to the field of religious studies.

Admission Procedures and Policies Admission

When applying for admission, each applicant must submit:

• Undergraduate transcripts — Transcripts should be sent by mail or fax to the School of Graduate and Continuing Studies

Admissions, Trevecca Nazarene University, 333 Murfreesboro

Road, Nashville, TN 37210.

• TOEFL scores (International students/students who speak English as a second language)

• 1 letter of recommendation

• Application

Admission decisions are based on the total picture prescribed by the applicants. No one item will necessarily lead to a denial of

admission.

(1) Undergraduate Degree

Applicants must have completed an undergraduate bachelor's degree from a regionally accredited institution evidenced by an

official transcript. Any student who does not meet this requirement

may be granted admission with “academic restriction” to the

program by the graduate religion faculty if all other criteria have

been met. A minimum cumulative GPA of 2.7 is required for

regular admission. If an applicant does not have the required GPA,

the applicant may petition the director of the Graduate Religion

Program to consider alternative evidence of scholastic ability, including graduate work from other schools or acceptable test

scores. According to the recommendations of the graduate religion

faculty, an applicant may be admitted with restrictions, or denied

admission. Applicants admitted with academic restriction may be

granted regular admission upon completion of his or her file and 9

semester hours with a GPA of 3.0 or better.

(3) Letter of Recommendation

One recommendation must be provided by each applicant. This letter should be from a former teacher, preferably a teacher in the

field of religious studies, if possible. A reference form will be

provided to the applicant.

(2) International Students

All international students are required to take the TOEFL. Any

student for whom English is a second language may also be required to take the TOEFL before regular admission.

(International students, see the Admissions section (p. 21) of this

Catalog for TOEFL requirements.)

Admission Status

Students will be classified in the following ways:

1. Regular Admission Admission file is complete and acceptable with no restrictions.

2. Admission with Academic Restriction Prospective students who do not meet all requirements for Regular

Admission may be granted Admission with Academic Restriction.

The Admission with Academic Restriction status may become

Regular Admission when the applicant completes nine (9) semester

hours in the M.A. graduate program at Trevecca Nazarene University with a GPA of 3.0 or better. Failure to meet all

requirements for regular admission during the first nine (9)

consecutive semester hours may result in disenrollment. Appeals

may be made to the Graduate Religion Advisory Committee.

3. Candidacy Status Students who have earned 24 hours of credit with a 3.0 GPA or

better will be considered as candidates for the M.A. degree.

4. Graduate Transfer Students An applicant who has earned graduate credit from another

regionally accredited institution may transfer a maximum of 9 semester hours into the student's approved degree program.

Transfer credits must carry a grade of B or higher in order to apply

directly to the M.A. in religion program at Trevecca.

5. Dual Admission Undergraduate students may begin their graduate work if they are

within twelve hours of receiving their B.A. and are currently

enrolled in an undergraduate program in religion. Students in this

category will be admitted with “academic restriction.”

Graduate Religion Program

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82| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

6. Academic Probation Any graduate student in religion will be placed on academic

probation when his or her cumulative GPA falls below 3.0. The

student will be informed in writing of the probation by the director and given no more than two semesters to raise the cumulative

GPA to at least a 3.0. If the student does not raise the GPA within

two semesters, he or she will be dismissed from the program.

Academic Counseling

In assisting the student in planning her/his course of study, academic counseling is provided to each student through the

School of Graduate and Continuing Studies.

MASTER OF ARTS: RELIGION PROGRAM

The M.A. program at Trevecca Nazarene University is designed to provide advanced study and training for those who wish to pursue

graduate education in the area of Bible and theology, Christian

ministry, or pastoral counseling. Its goal is to provide the depth of

training, the specialized skills, and the sense of creative

independence that will allow students both to practice and to contribute to their profession and to develop competence in

methods of study appropriate to their areas of interest.

Graduate Religion Program Grading System

Points Per Credit Hour

A+ 4.0

A 4.0

A- 3.7

B+ 3.3

B 3.0

B- 2.7

C+ 2.3

C 2.0

C- 1.7

D+ 1.3

D- 0.7

F 0.0

I Incomplete (see Incomplete Policy)

W Withdrawn granted to students who officially withdraw from a course by the end of day 21 for most courses or

day 35 for 12-week courses.

Major

Three areas of study are available for students to choose from for their concentration.

• Biblical and Theology

• Christian Ministry

• Pastoral Counseling

Academic Load

Six (6) semester hours is considered a full load per term with a recommended maximum of twelve (12) semester hours.

Student Progress

In order for a student to remain in good standing he/she must accumulate at least six hours toward a degree each year. Students

must apply for a leave of absence for any semester in which they

are not registered. Failure to notify the director of the Graduate

Religion Program may result in dismissal from the program.

M.A. in Religion Degree Requirements

To receive the Master of Arts degree in religion, a student must earn thirty-three semester hours of credit with a cumulative GPA

of 3.0 or better on a four-point scale in total work attempted while

he or she is registered in the program, including any work transferred into the program. No more than three (3) grades below

a B will be counted toward the degree (but will be counted toward

the GPA). No grade below C- will count toward the degree.

Course Hour Requirements

The requirements for completing the M.A. in Religion are:

REL 5025 Method and Research in Religion 3

THE 5818 Ecclesiology 3

BIB 5600 Biblical Methods & Contextualization 3

PRA 5201 Spiritual Formation 3

THE 5900 Theological and Historical Methods and Contextualization

3

Concentration Courses (Biblical and Theological Studies or Christian Ministry)

15

Research Project 3

Subtotal: 33

Every degree candidate must complete all requirements within a seven-year period. Any student who exceeds the seven year period

will be subject to dismissal from the program or additional course

work to be determined by the director of the program. Any

exceptions must be approved by the director of Graduate Religion Program and the student's committee.

THESIS/RESEARCH PROJECT

All students will complete a three-hour research project in relationship to their concentrated area of study (i.e., Biblical and

Theological Studies, Christian Ministry, or Pastoral Counseling). Generally, students will complete the research project in her/his

concentration in direct relationship to a ministry setting in which

the student is actively engaged.

If the student desires to complete a thesis related to her/his concentration, a formal request and topic proposal must be

submitted by the time the student has completed 24 hours of

coursework to the Dean for faculty review. The religion graduate

faculty will approve no more than 8 theses per year.

In the event that the thesis/research project has not been

completed by the end of the 3-hour Thesis or Research Project

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GRADUATE RELIGION PROGRAM| 83

course, the student will be required to register for the extension

course for 0 credit hours and will pay an extension fee of $200. A

maximum of two extension courses is permitted.

GRADUATE RELIGION FACULTY Full-time Faculty

TIMOTHY M. GREEN, Director of Graduate Religion Program, Dean of Millard Reed School of Theology and Christian

Ministry, Professor of Old Testament Theology and Literature,

1991—

B.A., Olivet Nazarene University, 1983; Ph.D., Vanderbilt

University, 1997.

DAN BOONE, Professor of Pastoral Theology and Preaching, 2005—

B.A., Trevecca Nazarene University, 1974; M.Div., Nazarene Theological Seminary, 1977; D.Min., McCormick Theological

Seminary, 1996.

BRYCE FOX, Professor of Christian Education and Youth Ministry, 2001—

B.A., Olivet Nazarene University, 1986; M.A., Asbury Theological

Seminary, 1995; Ph.D., Indiana University, 2001.

TIMOTHY R. GAINES, Assistant Professor of Religion, 2015—

BA, Point Loma Nazarene University, 2003; MA, Point Loma

Nazarene University, 2006; MDiv, Nazarene Theological Seminary, 2008; PhD, Garrett-Evangelical Theological Seminary, 2014.

STEVEN T. HOSKINS, Associate Professor of Religion,

1995—

B.A., Trevecca Nazarene University, 1986; M.Div., Nazarene

Theological Seminary, 1990; M.A., St. Louis University, 2004;

Ph.D., Middle Tennessee State University, 2009; Ph.D., Graduate

Theological Foundation, 2010.

MICHAEL D. JACKSON, Associate Professor of Religion, 2010—

B.S., Jacksonville University, 1975; M.Div., Nazarene Theological Seminary, 1978; D.Min., McCormick Theological Seminary, 2003.

KATHY MOWRY, J.B. Elizer Chair of Christian Ministry; Professor of Mission and Christian Education, 2007—

B.A., Trevecca Nazarene University, 1985; M.A., Wheaton

Graduate School, 1987; M.A., Fuller Theological Seminary, 1992;

Ph.D., Fuller Theological Seminary, 2011.

DANIEL B. SPROSS, Professor of Bible and Theology, 1988— B.A., Point Loma Nazarene University, 1971; M.A. Mennonite

Brethren Bible Seminary, 1979; M.Div., Nazarene Theological

Seminary, 1981; Ph.D., Southern Baptist Theological Seminary, 1988.

Part-time Faculty

H. RAY DUNNING, Professor Emeritus of Theology and Philosophy, 1964—

B.A., Trevecca Nazarene University, 1948; B.D., Nazarene Theological Seminary, 1951; M.A., Vanderbilt University, 1952;

Ph.D., Vanderbilt University 1969.

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84| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

Master of Organizational Leadership School of Graduate and Continuing Studies

615-248-1529 www.trevecca.edu/mol

MASTER OF ORGANIZATIONAL LEADERSHIP

Organizational Leadership Program Design

The theme of servant leadership is the backdrop for the Master of Organizational Leadership degree. By offering a graduate degree

with a focus on leadership and service, Trevecca endeavors to send

out professionals who will not simply manage organizations but who will transform those institutions through the power of the

Holy Spirit at work in them to effect positive change.

Professionals working in nonprofit organizations, government agencies, or community-based institutions will further enhance

their leadership competencies through this interdisciplinary degree

designed to apply leadership principles to real-world situations.

Learners in this program will examine the art and skill of strategic

decision making and problem solving within the political and cultural context of an organization. Working in smaller

collaborative learning teams will provide learners the opportunity

to utilize technology to test team building and communication

skills, a dynamic that mirrors today’s real-world meetings,

conferences, and project management. Students will be provided

an opportunity to participate in an orientation to the learning management system or course augmentation when they begin the

program.

The format and schedule of the Master of Organizational Leadership is designed for working professionals or lifelong

learners who may not have access to a local university or who

desire to further their education via a Christian institution of higher

education.

Greetings from the Director

Welcome to the Master of Organizational Leadership program at Trevecca Nazarene University. An investment in leadership

development is an investment in people. We are excited to offer a

degree that will enrich you, the people under your influence, and

the organization you represent. You are embarking on an

educational journey that will enhance both your personal and

professional development. With its interdisciplinary focus and

online instruction, the MOL degree is convenient to you — the

working adult — and can be completed in approximately 24

months. You will learn from skilled and experienced instructors and from your peers through the cohort model. The program is

built around topics such as servant leadership, teamwork

development, organizational culture, and strategic planning. We

believe this will be one of the most rewarding educational

experiences of your life.

Thomas L. Middendorf, B.S., M.A., Ed.D. Director, Master of Organizational Leadership Program

Associate Vice President of Academic Services

Professor of Leadership Studies

MOL Program Information

Admission

Trevecca Nazarene University assesses the Master of Organizational Leadership applicants on the basis of evidence

submitted via application documentation. Applications will be

processed upon receipt of all required materials. To be admitted

into the MOL program, an applicant must meet these

requirements:

1. Submit an online application.

2. Have earned a bachelor's degree from a regionally accredited institution, with a cumulative undergraduate grade point

average (GPA) of 2.5 or higher on a 4.0 scale. All hours from regionally accredited institutions will be considered in

calculating the cumulative GPA. Applicants must submit one

official transcript from the college or university where the

bachelor's degree was conferred. Transcripts should be sent by

mail or fax to the School of Graduate and Continuing

Studies Admissions, Trevecca Nazarene University, 333 Murfreesboro Road, Nashville, TN 37210.

Conditional Admission

If the admissions requirements are not fully met, the Master of Organizational Leadership (MOL) Graduate Program Admissions

Committee will review the applicant's file and may grant

admittance to the program on a conditional status. A student

receiving conditional admission must have at least a GPA of 3.0 at the completion of 9 credit hours in the program. If this condition

is met, the student will be granted full standing admission in the

program and will be subject to the standard program policies. If

the condition is not met, the student will be placed on academic

suspension. If the student wishes to continue in the program (e.g.,

because of extenuating circumstances), the student must submit a written request to the MOL Graduate Program Admissions

Committee for consideration of whether the student should be

allowed to continue under conditional status or be dismissed from

the program. If such determination is made by the committee to

allow further work under conditional status, then the student must

have a 3.0 average after 18 hours in the program. If the student has

less than a 3.0 after 18 hours in the program, the student will be

placed on academic suspension. Students interested in being

reinstated should consult the academic suspension policy.

Probation Policy

Any student receiving a grade of C- or less in any course will be automatically placed on academic probation. The student may

continue in the program but must repeat that course with a later group. Once the course that caused the student to be placed on

probation is retaken and a grade of C or better is recorded, the

student will return to academic “good standing.”

Each student must maintain a cumulative GPA of 3.0 each semester to remain in academic “good standing.” If the cumulative

GPA falls below 3.0 after the completion of nine hours, the

student will be placed on academic probation for the next nine

Graduate Leadership Program

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GRADUATE LEADERSHIP PROGRAM| 85

hours of the program. Upon gaining the required 3.0 average, the

student will be again in "good standing." However, if the student

does not increase the average to a 3.0 during the probationary

period, the student is placed on academic suspension. Students interested in being reinstated should consult the academic

suspension policy.

Academic Suspension Policy

Students who are on academic suspension may request permission to be reinstated in the program based on a review of the

circumstances and information in the particular student's case. If

the student under suspension has a GPA of 2.8 or higher, then the student may request permission from the Director to continue in

the program.

Students with a GPA less than 2.8, or who have a GPA of 2.8 or

higher but were denied permission to be reinstated by the director,

may request permission to be reinstated in the program from the

MOL Graduate Program Admissions Committee. Requests for

reinstatement must be in writing and address the circumstances

that resulted in suspension and how the student expects to be successful in completing the program.

If the Director or the MOL Graduate Program Admissions Committee grants reinstatement for the student to remain in the

program, then the student will be required to retake courses in the

first 18 hours of the program until the GPA is 3.0 or better. After

the student attains a 3.0 GPA in the first 18 hours, the student will

once again be placed in good standing and may continue the rest of

the program. If the request for reinstatement is denied, the student will be dismissed from the program.

Grading System

Trevecca Nazarene University's grading system, based on class work and examinations, is as follows:

Description Grade Quality Points

Exceptional A 4.0

A- 3.7

Superior B+ 3.3

B 3.0

B- 2.7

Average C+ 2.3

*Passing C 2.0

C- 1.7

D+ 1.3

D 1.0

D- 0.7

F 0.0

*Note: A grade lower than a C in a course must be repeated.

Incomplete “I” Given for sickness or emergency reasons near end of a course. The incomplete

must be approved by the teacher and the

program director. The “I” must be

removed within six weeks or the grade will be based on points earned for

completed work.

Withdrawal “W” Granted to a student who officially

withdraws from a class before the end of day 21 for most courses or day 35 for 12-

week courses. The grade of “W” may be

assigned by the program director or the

school dean in extenuating circumstances.

Withdrawal from Courses

The last day to drop out of a course in progress with a grade of W is by the end of day 21 for most courses or day 35 for a 12-week

course during regular business hours. If the student attends/participates after that time, a letter grade must be assigned.

Any student who wishes to withdraw must contact his/her academic advisor immediately to report that decision. Failure to do

so will result in the student's earning Fs in the classes for which

he/she is registered and not receiving reimbursement.

Withdrawing from a class will result in a graduated refund and may affect financial aid, so the student should contact his/her financial

aid counselor. Failure to attend class does not constitute a

withdrawal, and students will receive an F if not properly

withdrawn.

Withdrawal from Programs

Students who drop out of a group due to an academic issue may continue in a later group with the approval of their academic

advisor. The student must be in good standing and the group

he/she selects must have space available. Any student withdrawing

from a program for the second time must seek reinstatement

through the Admissions Committee if a third or subsequent re-enrollment is desired. A fee of $100 is charged for changing

groups. The $100 fee will officially hold a place in the group

requested but is not applied towards tuition.

Any student withdrawing from an entire program will be governed by the above regulation for the grade in any module in progress

and be given a grade of W for any subsequent modules for which

registration has been completed. Any refund of tuition or fees will

be governed by the Refund Policy which appears in the financial information section of this catalog.

Any student who wishes to withdraw must contact his/her academic advisor immediately to report that decision. Failure to do

so will result in the student's earning Fs in the classes for which

he/she is registered and not receiving reimbursement.

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86| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

Technology Usage

Students will complete coursework online and will need to have convenient and reliable Internet access for the duration of the

program. Students must have access to the Microsoft Office

programs: Word, Excel, and PowerPoint.

Tuition and Fees

Tuition $401 per credit hour

Technology fee

$50 per course

MOL investment $13,783

*Some additional fees may apply, such as the purchase of

textbooks, supplemental course materials, and assessments.

Graduation Requirements

1. Successful completion of the approved MOL curriculum with a minimum of 33 graduate semester hours of coursework.

2. A minimum cumulative grade point average of 3.0 or higher in the program. Any course receiving a grade of lower than a C-

must be repeated.

3. Successful completion of the capstone course with a minimum grade of B-.

4. Candidates for a master's degree must signify their intent to complete the requirements by submitting a completed

application for graduation form. The form must be received by

the date specified under Graduate Academic Policies.

5. Payment of all tuition and fees.

MOL Academic Program

The Master of Organizational Leadership (MOL) program can be completed in less than two years. The MOL program requires 33

hours (11 courses). Courses are offered in an online format. Classes are designed as collaborative learning experiences where

students are engaged in dialogue throughout the week.

Mission Statement

The mission of the Master of Organizational Leadership program is to develop servant leaders who will transform organizations

using biblical principles.

Organizational Leadership Student Learning Outcomes

The Trevecca Nazarene University MOL graduate is prepared for expanded roles within his or her organization through enhanced

abilities to:

1. Recognize how personal leadership style, strengths, and skills interact with and impact others in an organization.

2. Demonstrate Christian values in the role of servant leader.

3. Connect theories from multiple disciplines to the practice of leadership.

4. Assess and manage organizational culture, diagnose problems, and lead implementation of change.

5. Identify and attend to the relationships between leaders and systemic process such as organizational, cultural, behavioral,

and political influences on policy change.

6. Apply knowledge of organizational planning, management of change, oversight of human resources, and leadership

consistent with ethical, legal, and regulatory expectations.

7. Develop constructive means for leaders to communicate, negotiate, and manage conflict in organizational and

community settings.

8. Demonstrate an individual philosophy of ethics, both personal

and professional, in leadership situations.

9. Embrace diversity and tolerance as essential to organizational

success, effective leadership, team building, and community partnerships.

10. Apply theoretical concepts to real-life organizational situations.

MOL Curriculum

MOL Core Courses — 33 hours

MOL 5015 Personal Leadership Development 3

MOL 5025 Concepts of Organizational Leadership

3

MOL 5105 Organizational Culture and Change 3

MOL 5130 Strategic Thinking 3

MOL 5150 Conflict Management and Negotiation

3

MOL 5160 Human Resources, Ethics, and the Law

3

MOL 5180 Cultivating Networks and Fundraising

3

MOL 5300 Leading and Building Teams 3

MOL 5310 Leading in Diverse Communities 3

MOL 5800 Special Topics in Leadership 3

MOL 5900 Strategic Planning for Servant Leaders

3

Total Credit Hours: 33

Leadership and Cultural Change Certificate

Requirements

Total Credit Hours — 12

MOL 5015 Personal Leadership Development 3

MOL 5025 Concepts of Organizational Leadership

3

MOL 5105 Organizational Culture and Change 3

MOL 5130 Strategic Thinking 3

ED.D.: LEADERSHIP AND PROFESSIONAL

PRACTICE

The Ed.D. in Leadership and Professional Practice is a nontraditional doctoral program designed for professionals in

various fields such as medicine, religion, business, non-profit, and education. The program extends for seven (7) semesters. A major

scientifically based research dissertation is completed in concert

with the coursework. The program is designed utilizing a cohort

model and a rigorous, standardized curriculum. For face-to-face

cohorts, a weekend residency period is required during the three

summers of the candidate's program. The instructional delivery

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GRADUATE LEADERSHIP PROGRAM| 87

system includes extended time beyond actual class meetings for

reflections, lectures, group work, technology, presentations, and

research reports. The doctoral program does not lead to teaching

or administrative licensure.

Ed.D. Program Information

Admission

Selection into the Ed.D. program is for individuals holding a master's degree from a regionally accredited educational institution.

To begin the process of admission, the candidate will be required

to submit:

1. Online application

2. Official transcripts of degrees (undergraduate, master's,...) from regionally accredited colleges/universities with at least a 3.4

minimum GPA at the master's level. Applicants with less than a

cumulative 3.4 GPA on official transcripts representative of

graduate work at the master's level or higher from regionally accredited colleges/universities may be considered for

restrictive admission. Applicants not meeting all program

admission guidelines may be admitted with restrictions upon

recommendation of the director of the doctoral program, in

consultation of the doctoral Admissions Committee, to the

Associate Vice President and Dean of Graduate and Continuing Studies. The Admissions Committee will make the

determination to remove the restrictive admission status on an

individual basis. Individuals whose master's programs gave

"pass" or "fail" in lieu of grades will submit a description of the

admission requirements to the master's program, and a letter

from an official of the institution regarding the likelihood of

the applicant's success in a doctoral program.

3. Two references from individuals who know the applicant's abilities.

Selection is based on the evaluation of the following components:

1. Interview: An individual interview will be conducted by the Admissions Committee. This will be an opportunity to assess

personal goals, oral communication skills, and ability to interact

with other professionals.

2. Writing Sample: Guidelines will be provided regarding the expectations of the writing component two (2) weeks prior to

interview date. The critique must be submitted via Internet and

hard copy brought to the interview. Hand written copy is not

accepted. The Trevecca computer lab will be available for this writing sample.

3. Professional Experiences

Resume (follow the specified format)

Reference Forms (These should attest the potential ability for success in doctoral studies, and be completed by employer, professor,

or supervisor.)

Admissions Committee

The purpose of the Admissions Committee is to review the data submitted for entry into the doctoral program. Because selection is

based on a composite evaluation, the committee will determine

whether the applicant is accepted, deferred, or denied.

The Admissions Committee decision for acceptance or denial to the program is final and is not subject to appeal. The Admissions

Committee is composed of selected doctoral faculty and alumni.

Appeal Procedure

All appeals in the doctoral program will follow the process below:

1. Submit the issue of concern, in writing, to the Director of the

Ed.D. program.

2. If the candidate is not satisfied with the decision, the candidate

can submit, in writing, the issue of concern to the Associate Vice President (AVP) of Graduate and Continuing Studies.

3. Once the concern is submitted to the AVP of Graduate and Continuing Studies, the AVP will take the issue to the Doctoral

Council.

The Doctoral Council's decision is final.

Academic Load

In the doctoral program, the class loads per semester during fall or spring semester will range from five to ten hours in addition to

dissertation hours (see Matrix). Candidates will take two courses

totaling seven to nine hours during the Intensified Summer

Learning Experience (ISLE).

Academic Standing and Probation/Suspension

Regardless of the load carried per semester, each candidate must maintain a cumulative grade point average of 3.0 (B) to remain in

good standing. If the cumulative GPA falls below 3.0, the

candidate will be declared on academic probation for the following

semester. Upon regaining the required cumulative average, 3.0, the

candidate will be in good standing. However, if the candidate does not meet the cumulative average of 3.0 during the probationary

semester, he/she will be declared on academic suspension for the

subsequent semester and until reinstated by the Doctoral Council.

Failure to maintain the dissertation completion schedule may result

in suspension or academic disenrollment from the program.

Dissertation Advising

The Ed.D. Director, in concert with the Doctoral Council, seeks out University faculty who may have an interest or expertise in the

areas in which the doctoral candidates conduct research. The

Ed.D. Director carefully screens all potential advisors prior to

submission to the Doctoral Council. The majority of advisors are

full-time professors within the University academic units; however,

advisors may also be selected from faculty in other universities or

part-time faculty at TNU who hold the doctorate.

Each doctoral candidate will be assigned a dissertation team. The dissertation team consists of the advisor and one additional

member who serves as a reader for the dissertation. The advisor is

the primary member of the dissertation team. Individuals selected

to serve as readers hold terminal degrees and/or have exceptional

expertise or experience.

If a candidate requests the assigned advisor or reader be changed, the Doctoral Council will determine if the request should be

granted. If the change is granted, the fees to be charged to the candidate are as follows: $350 for change in advisor; $150 for

change in reader.

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88| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

Candidates are expected to keep in touch with their advisor throughout each semester. Advisors may be reached at 615-248-

1529 or (844) TNU-GRAD, e-mail, or voice mail.

Candidacy for the Doctoral Degree

To be admitted to candidacy for the doctoral degree, the candidate must have successfully completed the first 18 semester hours of

the program, have an unconditional approval of the dissertation

proposal, and be recommended by the Ed.D. Director after faculty

review of candidate's file, including dispositions and class

attendance. The candidacy forms are provided by the School of

Graduate and Continuing Studies.

Grading System–Doctoral Program

The grading system for doctoral studies includes the letter grades A, B, C, D, and F for all courses except Dissertation and

Technology. The grades of S or U will be assigned to the

Dissertation and Technology. Courses with grades below B- or U

must be retaken. A grade point average of 3.0 must be maintained

for satisfactory academic progress. Grades of F or D will likely result in disenrollment. Incompletes are permitted only in the event

of extenuating circumstances and with approval from the Associate

Vice President (AVP) of Graduate and Continuing Studies.

Tuition and Fees

Any candidate who drops below half-time status (3 semester hours) for two consecutive semesters will be suspended from

financial aid. This suspension will require the candidate to pay for at least three hours with his or her own resources before he or she

can regain eligibility for aid. A candidate may appeal the suspension

to the review committee.

Candidates must submit a new Free Application for Federal Student Aid for each academic year they are enrolled and want to

receive federal loans. All candidates must contact the Office of

Financial Aid if they want subsequent loans. Financial aid packets

and additional information concerning financial aid may be obtained by calling the Office of Financial Aid at (615) 248-1427.

Tuition (57 semester hours, $699 per hour)

$39,843

Technology fee (per course)

$50

Each dissertation hour beyond 12 (per semester hour)

$699

Course and Instructor Evaluation and Assessment

A Course and Instructor Evaluation is administered at the end of courses. Candidates are sent an online link to their Trevecca e-mail

account. The evaluation period closes the day after the last class session. The evaluation is considered a personal assessment;

therefore, discussion of any kind during the process should not

occur. In order to maintain high quality instruction in all the

classes, instructors receive the results of the evaluations after all

grades have been submitted. Courses include several types of

evaluative and assessment measures related to candidate progress.

Graduation Requirements

To be eligible for graduation from the doctoral program, candidates must:

1. Submit a graduation application by the required date.

2. Be admitted to candidacy upon completion of 18 semester hours (see requirements under "Candidacy for the Doctoral

Degree").

3. Complete all requirements of the curricula.

4. Maintain a grade point average of 3.0 or better.

5. Repeat courses with grades below B-.

6. Make up dissertation hours with a grade of "U."

7. Successfully complete the dissertation defense and all other

requirements pertaining to the dissertation.

8. Satisfy all financial obligations to the University.

To participate in commencement, Ed.D. candidates must complete ALL requirements. Full payment for uploading of all dissertations must be paid in order to participate in commencement.

Ed.D. Academic Program

Program of Study – Ed.D.: Leadership and Professional Practice www.trevecca.edu/edd

The Program of Study is a list of required courses offered. Course substitutions or transfer hours are not allowed. The 57-semester

hour program requires a minimum of seven (7) semsters for

completion. No transfer credit is accepted in the Ed.D. Program.

The University is not obligated to any candidate who becomes

disenrolled for any reason. Failure to follow course sequence will result in delayed graduation date and significant financial penalty.

The Ed.D. courses are taught in multiple formats (i.e., face to face,

hybrid, and online).

Academic Focus

During the first summer of the Ed.D. program, each candidate will complete a form identifying an area of interest relating to the topic

chosen for the dissertation. Examples include: administrative

leadership, professoriate, business administration, corporate

development, curriculum and instruction, higher education, mental

health, non-profit organizations, nursing education, religious

leadership, teacher leadership, technology, teaching and learning, or another area submitted and approved by the Ed.D. Director. The

areas of interest chosen will be the candidate's area of focus in

course work, especially EDU 8010.

EDD 8001 Theories, Structures, and Systems I 2

EDD 8002 Scientifically Based Practice: Research I

4

EDD 8003 Strategic Policy and Planning 3

EDD 8004 Scientifically Based Practice: Research II

4

EDD 8005 Transformational Learning 3

EDD 8006 Cultural Influences 3

EDD 8010 Professional Practice and Research 3

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GRADUATE LEADERSHIP PROGRAM| 89

EDD 8011 Theories, Structures, and Systems II 2

EDD 8051 Intrapersonal Effectiveness 5

EDD 8052 Collaborative Teamwork and Team Development

5

EDD 8053 Creating Effective Organizations 5

EDD 8151 Technology 2

EDD 8152 TechnologyBased Statistics I 2

EDD 8154 TechnologyBased Statistics II 2

EDD 8201-8209

Dissertation 12

The Ed.D. program is built on specific competencies:

EDU 8001 Part I: Participants demonstrate the ability to think

with leadership and organizational theory in order to understand

practical situations and make better decisions. Additional

competencies selected by the candidate based on a personal action

plan.

EDU 8002: Participants demonstrate an understanding and application of the elements required to present an academic

rationale for a quality research project.

EDU 8003: Participants understand and demonstrate the various components in planning and developing a strategic policy.

EDU 8004: Participants demonstrate an understanding and application of research design including qualitative and

quantitative.

EDU 8005: Participants conceptualize quality instructional

environments.

EDU 8006: Participants reflect on one's own frame or lens

through which we view diversity and develop a training manual applicable to leadership in various types of organizations.

EDU 8010: Participants conduct a meta-analysis on ethical, power, and future issues related to their dissertation topic and develop and

understanding of how these issues relate to their personal

leadership.

EDU 8011 Part II: Participants demonstrate the ability to think with leadership and organizational theory in order to understand

practical situations and make better decisions. Additional

competencies selected by the candidate based on a personal action

plan.

EDU 8051: Participants demonstrate self-awareness and the desire

and ability to continually improve in the defined areas of personal management.

EDU 8052: Participants demonstrate the skill of facilitating a team-based organization or learning culture.

EDU 8053: Participants demonstrate the ability to design, implement, and evaluate total system optimization.

EDU 8151: Participants successfully acquire skills to use technology to support academic pursuits.

EDU 8152 Part I: Participants understand the tests appropriate for their dissertations and successfully use SPSS to input and

analyze their data, correctly reporting the results and drawing

scholarly conclusions.

EDU 8154 Part II: Participants understand the tests appropriate for their dissertations and successfully use SPSS to input and

analyze their data, correctly reporting the results and drawing

scholarly conclusions.

EDU 8201 - 8209: Participants demonstrate the ability to conceive,

plan, execute, and report a quality research study.

Intensified Summer Learning Experience (ISLE)

During the three summer sessions of intensified learning experiences, candidates are required to participate with peers and

faculty members in scholarly and innovative activities. These learning experiences include both day and evening sessions.

All doctoral candidates are required to reside in University residence halls during the summer sessions. There are no

exceptions to this residence requirement. Attendance in classes and

all other scheduled activities is mandatory. Failure to comply with

ISLE requirements will likely result in dismissal from the program.

In addition to tuition for courses, other fees are assessed for participation in ISLE.

Dissertation

The dissertation is a major research endeavor of a significant issue related to professional practice. The dissertation involves

identification of a problem, development of appropriate protocol,

implementation and analysis of both qualitative and quantitative

research, and dissertation defense. The dissertation is designed to equip the candidate to engage in scientifically based inquiry and

practice to effect problem identification and solutions in the

environment of practice.

The dissertation experience begins in the first semester of the doctoral program and ends with a culminating experience that

includes a defense with the candidate’s dissertation team.

Candidates must earn a grade of "S" to identify them as making satisfactory progress on the dissertation project each semester. A

grade of "U" identifies the candidate as not making satisfactory

progress. Any dissertation course with an earned grade of "U" must be retaken the following semester along with the normal

course load already expected to be taken. A candidate who earns a

grade of "U" in two consecutive dissertation courses is

automatically terminated from the program. A candidate who earns

a grade of "U" in three dissertation courses is automatically

terminated from the program. Additional details regarding the dissertation may be found in the Dissertation Research Manual. A grade of Incomplete may be given for extenuating circumstances

and must be cleared within a brief, specified period of time as

determined by the Ed.D. Director.

Total Credit Hours: 57

MOL ADMINISTRATION AND FACULTY

MOL Program Administration

THOMAS L. MIDDENDORF, Associate Vice President of Academic Services and Director of Organizational

Leadership Program, 2008— B.S., Trevecca Nazarene University, 1999; M.A., Olivet Nazarene

University, 2007; Ed.D., Olivet Nazarene University, 2009.

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90| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

MOL Faculty

Full-Time Faculty

JAMES E. AGEE, III, Associate Professor of Business, 2000—

B.B.A., Eastern Nazarene College, 1994; Ph.D., University at

Albany, 2000.

JONATHAN B. BURCH, Associate Professor of Management and Leadership, 2000—

B.A., Trevecca Nazarene University, 1997; M.B.A., Trevecca

Nazarene University, 1999; Ed.D., Trevecca Nazarene University,

2003.

TIMOTHY W. EADES, Associate Provost for Graduate and

Continuing Studies, 2014— BA, Trevecca Nazarene University, 1987; MMin, Mount Vernon

Nazarene University, 2007; EdD, Olivet Nazarene University,

2011.

HEIDI R. FREDERICK, Associate Vice President for Graduate and Continuing Studies, 2015—

BM, Palm Beach Atlantic University, 2003; MBA, Palm Beach

Atlantic University, 2006; PhD, Regent University, 2014.

J. DOUGLAS LEPTER, Professor of Communication, 1992— B.A., Eastern Nazarene College, 1972; M.A., Eastern Nazarene

College, 1973; Th.M., Asbury Theological Seminary, 1990; Ph.D., University of Kentucky, 1996.

THOMAS L. MIDDENDORF, Associate Vice President of Academic Services, Professor of Leadership Studies, 2008—

B.S., Trevecca Nazarene University, 1999; M.A., Olivet Nazarene

University, 2007; Ed.D., Olivet Nazarene University, 2009.

RICHARD L. PARROTT, Associate Professor of Leadership, 2008—

B.A., Eastern Nazarene College, 1974; M.A., University of

Missouri, 1975; M.Div., Nazarene Theological Seminary, 1980;

Ph.D., Oregon State University, 1983.

SCOTT D. WARD, Professor of Finance, 2006—

B.S., University of Southern California, 1980; M.B.A., Indiana University, 1982; M.A., University of Rochester, 1988; Ph.D.,

University of Rochester, 1992.

LENA HEGI WELCH, Dean of Arts and Sciences, Professor of Communication, 1988—

B.A., Trevecca Nazarene University, 1981; M.A., Auburn

University, 1983; Ed.D., Trevecca Nazarene University, 2005.

Part-Time Faculty

MARK D. BERRY, 2010— B.S., United Wesleyan College, 1982; M.A., Olivet Nazarene

University, 1998; Ed.D., NOVA Southeastern University, 2008.

CLYDE BRUCE JONES, 2014— B.S., University of Florida, 1966; M.I., Georgia State University,

1978.

MICHAEL E. REAGAN, 2010— B.B.A., Georgia State University, 1986; M.A., California State

University, 1997; Ph.D., Capella University, 2007.

SHERMAN R. REED, 2012— B.S. Purdue University, 1963; M.Div., Nazarene Theological

Seminary, 1971; D.Min., Nazarene Theological Seminary, 1995.

JAMES R. RUSSOM, 2012— B.A., Southern Nazarene University, 1982; M.Min., Southern

Nazarene University, 1988; D.Min., Western Seminary, 1998.

ELWOOD EARL SANDERS, 2012— B.A., Wright State University, 1980; J.D., University of Alabama,

1983.

DONALD E. STELTING, 2012—

A.B., Southern Nazarene University, 1968; M.A., Southwestern Baptist Theological Seminary, 1971; Ph.D., University of Kansas,

1998.

CARL BERNARD SUMMER, 2012— B.A., Southern Nazarene University, 1960; B.Th., Southern

Nazarene University, 1961; M.A., Southern Nazarene University,

1971; D. Min., Fuller Theological Seminary, 1999.

ED.D. ADMINISTRATION AND FACULTY

ED.D. Program Administration

ALICE PATTERSON, Director of the Ed.D. Program B.S., George Peabody College of Vanderbilt University, 1977;

M.Ed., George Peabody College of Vanderbilt University, 1985;

Ed.D., George Peabody College of Vanderbilt University, 1992.

Full-Time Faculty

JAMES AGEE B.B.A., Eastern Nazarene College, 1994; Ph.D., University at

Albany, 2000.

JUDY BIVENS

B.S., University of Tennessee at Martin, 1969; M.A.T., Middle

Tennessee State University, 1975; plus 30 in Technology, Western

Kentucky University; M.I.S., UT Knoxville, 2000; Ed.D.,

Tennessee State University, 2008.

JONATHAN B. BURCH

B.A., Trevecca Nazarene University, 1997; M.B.A., Trevecca Nazarene University, 1999; Ed.D., Trevecca Nazarene University,

2003.

PENNEY CARDEN B.S., Whitworth College, 1975; M.Ed. Valdosta State University,

1999; Ed.D., NOVA Southeastern University, 2004.

LINDA COLLINS B.S., Middle Tennessee State University, 1970; M.A., University of

Northern Colorado, 1977; Ed.D., George Peabody College of

Vanderbilt University, 1990.

AMY CONDITT B.S., University of Tennessee, 1992; M.S., University of Tennessee,

1993; Ed.S., Tennessee State University, 2002; Ed.D., Tennessee State University, 2004.

RUTH COX B.A., Asbury College, 1970; M.A., Eastern Kentucky University,

1973; Ed.D., NOVA Southeastern University, 1985.

TIMOTHY W. EADES B.A., Trevecca Nazarene University, 1987; M.Min., Mount Vernon

Nazarene University, 2007; Ed.D., Olivet Nazarene University,

2011.

HEIDI R. FREDERICK

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GRADUATE LEADERSHIP PROGRAM| 91

B.M., Palm Beach Atlantic University, 2003; M.B.A., Palm Beach

Atlantic University, 2006; Ph.D., Regent University, 2014.

DONNA GRAY B.S., Trevecca Nazarene College, 1982; M.A., Middle Tennessee

State University, 1986; Ed.D., Trevecca Nazarene University, 2005.

SUZANN HARRIS B.A., Welch College, 1975; M.Ed., Trevecca Nazarene University,

1991, Ed.D. Trevecca Nazarene University, 2003.

RUTH KINNERSLEY

B.A., Greenville College, 1982; M.S.L.I.S., University of Illinois, 1983; M.A.E., Olivet Nazarene University, 1989; Ed.D., Tennessee

State University, 2009.

THOMAS L. MIDDENDORF

B.S., Trevecca Nazarene University, 1999; M.A., Olivet Nazarene

University, 2007; Ed.D., Olivet Nazarene University, 2009.

STEPHEN PUSEY B.A., Olivet Nazarene University, 1975; M.A., Northern Arizona

University, 1976; Ph.D., Ohio State University, 1981.

PRILLA SPEER B.A., Trevecca Nazarene University, 1978; M.L.S., George

Peabody College of Vanderbilt University, 1979.

TANDY K. TAYLOR B.A., Belmont College, 1977; M.Ed., Tennessee State University,

1982; Ed.D., Tennessee State University, 1987.

MARCIA WALKER

B.S., Alcorn State University, 1994; B.S., Delta State University, 1999; M.Ed., Delta State University, 2000; Ed.D., Tennessee State

University, 2006.

LENA HEGI WELCH B.A., Trevecca Nazarene College, 1981; M.A., Auburn University,

1983; Ed.D. Trevecca Nazarene University, 2005.

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92| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

TBD

The Master of Science: Instructional Design & Technology Program

Program Mission

The Master of Science: Instructional Design & Technology program allows students to improve the learning

environment from classrooms to boardrooms. This 30-hour

master’s program teaches key strategy and skills that can be applied immediately in your company or organization. Take the leap today,

and start implementing more efficient delivery of training and

education in your workplace.

This 10 course, 30-credit hour program can be completed in as little as 15 months. With a master’s degree in Instructional Design

& Technology, you’ll learn how to incorporate education/training

and technology to better your organization. With Trevecca’s multi-

faceted program, our team of credentialed and qualified faculty will work directly with you to start building a portfolio from day one,

giving you a competitive edge in a growing job market.

Admissions Requirements

• Bachelor’s degree from an accredited institution

• A 2.75 cumulative GPA for all prior coursework

• Completion of a college-level math course with grade of C or

better

• Completion of a college-level English course with grade of C or better

Instructional Design & Technology Program Curriculum

Instructional Design & Technology Courses — 30 hours

IDT 5000 Instructional Design 3

IDT 5010 Copyright Laws for Online Learning and Development

3

IDT 5020 Issues in Instructional Design and Technology Integration

3

IDT 5030 Emerging Trends in Instructional Technology and Simulations

3

IDT 5100 Computer Based Instruction & Design for Learning

3

IDT 5110 Project Management in Instructional Design and Technology Integration

3

IDT 5120 Ethics and Culture Models for Learning Design

3

IDT 5130 Interactive and Digital Tools for Learning

3

IDT 5200 Evaluation and Assessment Strategy 3

IDT 5210 Instructional Design Capstone 3

Total Credit Hours: 30

Interdisciplinary Programs

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COURSES| 93

ACT - ACCOUNTING

ACT 3080 - Foundations of Financial Accounting (3)

An introduction to financial accounting that teaches students how

to use financial statements in the business decision-making process. Topics covered include, but are not limited to: Assets,

liabilities, investments by owners, debt and equity instruments,

income statements, distributions to owners, cash and accrual

accounting, depreciation, inventory systems, cash flow, ratio

analysis and annual reports. The course will also provide an

introduction to fixed and variable costs as well as break-even analysis. This course will focus on what accounting information is,

why it is important, and how it should be used.

ACT 6203 - Managerial Accounting (3)

A review of managerial accounting concepts and techniques used by managers in planning, performance evaluation, and decision-

making. Topics include, but are not limited to, the following:

classification of costs, determining costs of products, the study of cost behavior and its application in making business decisions,

introduction to capital budgeting, operating budgets, standard

costing, and the use of management accounting in evaluating

business performance.

Prerequisite: ACT 3080 Foundations of Financial Accounting or

equivalent.

BIB - BIBLICAL THEOLOGY/BIBLICAL

STUDIES

BIB 5100 - The Histories of Israel (3)

A study of the literature and theology of the Deuteronomistic and Chronicler's Histories.

BIB 5110 - The Megilloth (3)

A study of the festival scrolls Ruth, Esther, Lamentations, Song of Songs, and Ecclesiastes.

BIB 5120 - The Book of Twelve (3)

A literary and theological study of the message of the book of the

twelve (Minor Prophets) and the diverse contexts into which the independent books speak.

BIB 5600 - Biblical Methods & Contextualization (3)

A study of the nature and interpretation of the worlds behind, in, and in front of the biblical text. Special attention will be given to

theological interpretation, reading biblical texts with the vulnerable,

and interpreting difficult issues within the biblical text.

BIB 5711 - Genesis (3)

A study of the first book in the Bible, with particular emphasis on major sections, themes, or theological issues.

BIB 5713 - Deuteronomy (3)

A study of the "second law," with major consideration of the

biblical and theological theme of law in the Old Testament.

BIB 5717 - Eighth-Century Prophets (3)

A study of the golden age of prophecy including the works of Amos, Hosea, Micah, and the early Isaiah.

BIB 5722 - Pentateuch (3)

A historical and theological study of the first five books of the Old Testament.

BIB 5723 - Deuteronomistic History (3)

A historical, literary, and theological study of the kingdoms of

Israel and Judah as presented in Joshua, Judges, I and 2 Samuel, and I and 2 Kings.

BIB 5724 - Old Testament Prophets: PreExilic and Exilic (3)

A study of the phenomenon of prophecy in the Old Testament. Specific attention will be given to historical and exegetical analysis

of those prophets preaching prior to and during the exile.

BIB 5725 - PostExilic Literature and Faith (3)

A historical, literary, and theological survey of the post-exilic

period through the study of the post-exilic prophets, the Megilloth, and the chronicler's history. Selected apocryphal materials of the

era will also be examined.

BIB 5726 - Psalms and Wisdom Literature (3)

A study of the devotional literature compiled in the Psalms and those books in the third division of the Hebrew canon commonly

called wisdom literature

BIB 5727 - Apocalyptic Literature (3)

A study of the literary genre known as apocalyptic that flourished in the 2nd and 1st centuries B.C. and A.D., including the canonical

books of Daniel and Revelation.

BIB 5731 - Intermediate Hebrew (3)

Further study of Hebrew language with emphasis on translation from the original text.

BIB 5732 - Advanced Hebrew (3)

Emphasis on translation of selected passages from the Hebrew

Bible, stressing grammatical and textual matters.

BIB 5733 - Readings in Hebrew Bible (1-3)

Primary emphasis on rapid reading the language; may be taken in conjunction with another Hebrew Bible course.

BIB 5734 - Directed Study in Hebrew (1 -3)

A particular study in a selected portion of the Hebrew Bible under the direction of a qualified professor.

BIB 5740 - Old Testament Theology (3)

A historical and methodological examination of the discipline of

Old Testament Theology, with a survey of the various theological

Courses

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94| TREVECCA NAZARENE UNIVERSITY 2016-2017 GRADUATE CATALOG

genres within the Old Testament and the major theological themes

developed therein.

BIB 5742 - Theology of Exile (3)

A study of the theological impact of the devastating reality of exile

with in the life and faith of Israel in the 6th century.

BIB 5744 - Theology of Wisdom (3)

A study of the major theological themes and motifs that are characteristic of Old Testament wisdom literature.

BIB 5760 - New Testament Theology (3)

A study of the historical, methodological, and conceptual development of the discipline of New Testament Theology, with

particular focus on the unique contributions of major New

Testament authors to the holistic theology developed in the early Christian Church and implications of such study for the

contemporary Church.

BIB 5761 - Pauline Theology (3)

A study of the major theological themes and issues dealt with in Paul's epistles, with a focus on Paul's influence on the theology of

the early Christian Church as a whole.

BIB 5762 - Lukan Theology (3)

A study of the major theological issues found in Luke-Acts, with particular emphasis on their relationship to Pauline theology and

the theology of the Synoptic Gospels.

BIB 5763 - Intermediate Greek (3)

More detailed study of the grammar and syntax of New Testament Greek accompanied by sight translation of selected readings in the

Gospels and epistles.

BIB 5764 - Johannine Theology (3)

A study of the dominant theological emphasis of the Gospel of John, the Epistles of John, and the Apocalypse in relation to the

rest of the New Testament.

BIB 5766 - Resurrection in the New Testament (3)

A Biblical and theological investigation of the key New Testament texts that deal with resurrection, with special emphasis on the

Pauline Epistles and the Gospels, as well as attention to significant

secondary literature on resurrection.

BIB 5771 - Synoptic Gospels (3)

A study in the books of Matthew, Mark, and Luke with special emphasis upon the Synoptic problem, the issue of the priority of

Mark, and the essential structure of all three Gospels.

BIB 5772 - Mark/Matthew (3)

A study of the life and teaching of Jesus as presented in the Gospel of Mark and the Gospel of Matthew, with special attention to their

literary relationship and the uniqueness of each.

BIB 5773 - LukeActs (3)

A study of the Lukan material as a literary unit embracing the life and ministry of Jesus and the development of the early Christian

Church around the confession of the resurrected Messiah, with

attention also given to the relationship of Luke-Acts to the other

Gospels.

BIB 5774 - Johannine Literature (3)

An investigation of the characteristics, purposes, and central themes of the gospel and Epistles of John, with attention also

given to their relationship with the Synoptic Gospels.

BIB 5775 - Hebrews and General Epistles (3)

A study of the major themes and motifs of Hebrews, James, I & II Peter, and Jude.

BIB 5776 - Readings in the Greek New Testament (1-3)

A specialized study in the Greek text of selected portions of the New Testament designed to facilitate a more rapid and thorough

ability to read the Greek text.

BIB 5777 - Advanced Greek (3)

A specialized study of selected portions of the Greek text that

provides the opportunity to translate with enhanced grammatical and syntactical facility, providing greater understanding of the text.

BIB 5780 - Pauline Epistles (3)

A study of the life, teaching, and theology of the Apostle Paul based on a thorough analysis of the Pauline Epistles and

consideration of pertinent secondary sources including Luke-Acts.

BIB 5781 - Romans (3)

A study of the major literary and theological themes explicated in

Paul's epistle to the church at Rome.

BIB 5782 - Corinthian Correspondence (3)

A thorough study of the books of I and II Corinthians, with a

focus on major theological themes and significant literary problems

within the books.

BIB 5783 - Galatians (3)

A study of the major themes and issues addressed in Paul's Epistle to the Galatians, with emphasis on the theological relationship of

Galatians to the rest of Paul's epistles and the remainder of the New Testament.

BIB 5784 - Christological Epistles (3)

A study in the books of Ephesians, Philippians, and Colossians, with a primary emphasis on the development of the understanding

of Christology within each book.

BIB 5785 - The Thessalonian Epistles (3)

A thorough study of I and II Thessalonians with special emphasis

on the major themes of sanctification and eschatology developed therein.

BIB 5786 - The Pastoral Epistles (3)

A study in I and II Timothy and Titus, with special emphasis on the relationship of these works to the other Pauline Epistles.

BIB 5820 - The Gospel and the New Testament (3)

An examination of the good news of Jesus Christ as presented in the Gospels and the Epistles and the manner in which that good

news relates to contemporary realities and to preaching and teaching in various contexts.

BIB 5830 - The Old Testament and the Christian Church (3)

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A study of the relationship of the Old Testament to the broader Christian Bible, the difficult issues raised by Old Testament texts

and themes, and the diverse ways in which the Old Testament

continues to speak in various contexts today.

BIB 6000 - Seminar in Old Testament (3)

Designed to provide the opportunity for thorough study of selected portions of the Old Testament canon or special issues in

Old Testament studies.

BIB 6100 - Seminar in New Testament (3)

A specialized course designed to provide thorough study in an area of special interest within New Testament studies.

BIB 6110 - Isaiah (3)

A literary, historical, and theological examination of the canonical book of Isaiah.

BIB 6120 - Jeremiah (3)

A study of the prophet Jeremiah and his message to both the pre-exilic and exilic communities.

BIB 6130 - Ezekiel (3)

A study of the prophet Ezekiel and his message to the exilic community, with particular emphasis upon the priestly

understanding of holiness as reflected in the book of Ezekiel.

BIB 6200 - Seminar in Biblical Theology (3)

A study of a significant biblical theme, concept, or motif, with special emphasis on the development of that idea throughout the

entire Christian canon.

BIB 6300 - Seminar in Old Testament Theology (3)

A specialized study in one of the major theological themes or motifs in the Old Testament.

BIB 6400 - Seminar in New Testament Theology (3)

A specialized study of one or more major theological themes as developed within the entire New Testament.

BIB 6500 - Prophet and Society: Communicating the Prophetic Message in Contemporary Culture (3)

An examination of the message of the eighth and seventh century B.C. prophets in light of the political, economic, social, and

religious milieu of their day and the manner in which that message is communicated in the contemporary setting.

BUS - BUSINESS

BUS 3075 - Business Foundations (3)

Introduces students to the key functions of business organizations. Key areas of learning include management, marketing, economics,

and statistics. Other important areas such as accounting and

finance will also be given consideration. Students will learn the

foundations of organizational and business function and their

interrelationships.

BUS 5000 - Organizational Behavior and Leadership (3)

Serves as the foundation for many of the proceeding courses in the program by providing a survey of key management theories and

terminology. While contemporary conceptualizations of

management are discussed, classical approaches are also examined.

Special emphasis is placed in leadership, motivation, culture, team-

building, and organizational communication.

BUS 5010 - Introduction to Quantitative Analysis (3)

Provides participants with tools and techniques to perform data analysis and hypothesis in order to make data-based management

decisions. Data collected from students' organizations is used

throughout this course to answer practical, "real-world" research

questions. Topics include basic statistics, control charts, one-sided

mean tests, two-sided mean tests, variance comparison, correlation

analysis, and introduction to design of experiments.

BUS 5013 - Organizational Behavior and Leadership (3)

Serves as the foundation for the program by providing a survey of

key management theories and terminology. Both classical

approaches and contemporary conceptualizations of management

are studied. Special emphasis is placed on leadership, motivation,

culture, team building, and organizational communication.

BUS 6000 - Introduction to Graduate Business Studies (3)

This course will introduce students to the fundamentals of business. Students will cover all the areas addressed in the

Trevecca MBA program including: leadership, organizational

behavior, statistics, economics, ethics, organizational culture, IT

management, accounting, finance, and marketing. Additionally, this

course will cover topics needed for success in a graduate business

program including critical thinking, oral and written communication, research, and analysis skills. This course is 10

weeks in duration because of it includes a blend of both

undergraduate and graduate level work including content often

required in graduate business prerequisite courses.

BUS 6013 - Business Ethics and Organizational Culture Development (3)

Analyzes and develops models for business culture development. Key components of ethics, vision, mission, and institutionalization

of culture are addressed from a Christian world view. The use of

the case-study method where real-life business situations,

organizations, and cultures are examined for their foundation, and

decision-making basis will play an important role. A key goal is to improve student's clarity and consistency in judging organizational

models and developing plans for institutionalization of

organizational ethical and cultural change.

BUS 6023 - Production and Operations Management (3)

Teaches students how to organize and manage labor, equipment, material, information systems, and resources required to deliver

products that satisfy customer needs. It also provides business students with the understanding of manufacturing planning and

control systems, continuous process improvement techniques, lean

manufacturing methods, strategic quality management systems, and

other manufacturing practices.

BUS 6033 - Organizational Strategy and Change (3)

An integrative course that focuses on the formulation of overall

organizational policy within a dynamic, global environment. The perspective taken is that of top management, and the key questions

are: "What industry are we in?" and "How do we successfully

compete in this industry given its characteristics and our

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strengths?" This course also examines the means by which the

aforementioned strategies can be implemented and successful ways

to execute the inevitable changes that will accompany them. Special

emphasis is placed on motivation and compensation, training, leadership and culture. In addition to examining various theoretical

conceptualizations of change, several diagnostic tools will be

utilized.

BUS 6073 - Business Analytics (3)

Provides participants with tools and techniques to perform data analysis and hypothesis testing in order to make data-based

management decisions. Data collected from students' organizations is used throughout this course to answer practical, "real-world"

research questions. Topics include basic statistics, control charts,

one-sided mean tests, two-sided mean tests, variance comparison,

correlation analysis, and introduction to experimental design.

BUS 6100 - Human Resource Development and Management (3)

Analyzes the strategic role of the human resource function in relation to the company's overall objectives. The focus is how the

company builds and maintains a work environment conducive to

business performance excellence while enabling employees to

develop and utilize their full potential. Key topics include

employment law, the labor market, human resource planning and costing, HRIS, workforce diversity and EEOC,

union/management and compensation systems,

health/safety/security, employee rights and discipline, training and

development.

BUS 6200 - Leadership and Strategic Planning for Servant Leaders (3)

Surveys models and best practices for organizational strategic planning, including leaders' roles in the planning process and in

implementing the plan at various operational levels. Various

methods for analyzing and solving problems, as well as decision-

making strategies, are examined for utilization as change in

organizations' operations becomes necessary. Using the servant-leadership model, learners will discern how to serve others while

staying focused on achieving results in line with the organization's

values and integrity.

BUS 6223 - The Legal Environment of Business (3)

Provides fundamental knowledge of legal concepts and principles important to business decision-making. Topics include the legal

system, torts and product liability, contracts, agency, forms of business organization, employment law, and government

regulation.

BUS 6300 - Special Project in Management (1- 3 hours)

Independent study.

CIT - COMPUTER INFORMATION

TECHNOLOGY

CIT 2100 - Business Programming I (3)

An IT core course designed to provide an in-depth, hands-on introduction to designing and developing software using business

programming languages including Java and Visual Studio

technologies. Design methodologies, object modeling with UML,

structured programming, and data structures are also reviewed.

Extensive lab time will help to develop skills needed when

developing software in the business environment.

CIT 2500 - IT Networking and Security (3)

Designed to introduce students to issues related to system and network security. Topics covered include access control,

authentication, authorization, data security and integrity,

encryption, recovery, computer forensics, and business

continuance. Students will learn about and work with firewalls,

network security, application security, e-mail security, and tools for

security, monitoring, and auditing the IT environment.

CIT 2700 - Database Design and Programming I

An IT course designed to provide an in-depth, hands-on

introduction to designing and implementing databases that use

relational technologies with a significant market presence. Oracle,

DB2, and/or MS SQL Server will receive significant coverage in

the course. SQL and the various vendor extensions to the language

will be covered. Extensive lab time will help to develop skills needed when designing and implementing databases in the

business environment.

CIT 2800 - Web Design and Scripting I (3)

Designed to teach the creation of Web sites using HTML/XHTML. Through case projects and individual projects,

students will learn Web design and scripting with a practical hands-

on approach. From rudimental concepts of Web scripting to advanced tasks such as Cascading Style Sheets, students learn the

ins and outs of XHTML Web development while learning speed

and efficiency.

CSE - CHRISTIAN SCHOOL EDUCATOR

CSE 6000 - Reading Across the Curriculum

Focuses on the teaching of reading in the various content areas of grades K-12. Emphasis is placed on the integration of reading

instruction across all subject matter areas and appropriate

accommodations for students who are experiencing difficulties in

reading. The course stresses skills of content specific vocabulary building, comprehension, and writing as well as skills and methods

of motivating students to read in the content areas.

CSE 6040 - Methods of Assessment and Evaluation

Models of assessment are examined to determine measures of

student performance. These include authentic assessment,

competency-based assessment, assessment instruments, and

assessment reports. Emphasis is given to accountability, data-driven instruction, and current trends in assessment.

CSE 6710 - Technology Integration in Teaching and Learning (3)

Focuses on integrating technology into instructional content. Candidates will experience emerging technologies, Web 2.0, and

classroom hardware/software. They will also develop instructional technology and technology presentation skills. Candidates will use

technologies for instructional improvement that will include

consideration of candidate achievement data, research, technology

plans, and community relations.

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CSE 6720 - Action Research for Christian School Improvement (3)

The candidate will identify an area for instructional improvement,

refine strategies for investigating a defined issue, initiate effective instructional decision making, and work towards a project that will

effect a positive change in the classroom. Assessment philosophies

and methodologies inform the overarching framework for this

course. The course will be in conjunction with CSE 6725.

CSE 6725 - Data Analysis for Improvement in Christian Schools (1)

The candidate will collect and analyze data from multiple sources for development of an Action Research Project. The emphasis will

be on making data driven decisions for improving student

achievement through instructional practices. This course is taken in

conjunction with CSE 6720.

CSE 6730 - Field Experience: Planning for Improvement (1)

Provides hands-on learning experiences in conducting action research. Assessment feedback will be included from both course

instructors of CSE 6725 and CSE 6720. An emphasis is placed on

a candidate developed action research project.

CSE 6740 - Inclusive Practices for Teaching and Learning

Designed to provide an overview and an awareness of issues related to educating diverse learners who are included within the

regular classroom. General characteristics and the educational impact of various disabilities, learning styles, and multiple

intelligences across age and grade levels will be explored. This

course will focus on a variety of methods, strategies, and tools that

will help Christian school teachers acquire the instructional skills to

identify, create interventions, and make classroom

accommodations and/or modifications for students that may have disabilities. Content to build cultural competency including, but not

limited to, English learners, race and ethnicity, and gender will be

studied and applied.

CSE 6770 - Leading Curricular Change

Focuses on research and best practices that facilitate curriculum development. Standards will be analyzed regarding their impact on

curriculum development. Candidates will investigate curriculum change, network and make learning links with diverse colleagues,

investigate how to develop high quality curriculum, and learn about

the impact that transforming a curriculum can have in raising the

quality of teaching and learning and in improving outcomes for

students. The candidate will focus on leading educational change

through the use of distributive leadership.

CSE 6800 - Exit Assessment and Portfolio

Beginning with the first course of CSE, the e-portfolio will be a work in progress for the duration of the program. This collection

of work will include artifacts from each course in the program. The

e-portfolio will serve as the culminating activity and is required for

completion of the CSE program. A Pass-Fail grading system will

be used.

CSE 6830 - Curriculum Planning and Instructional Practice (3)

Focuses on the assessment of quality curriculum and instructional

practices. Candidates will demonstrate instructional strategies,

inquiry based learning, organizational skills, and the integration of

technology. They will also engage in using methodologies for

monitoring, assessing, and supporting quality instruction.

CSE 6835 - Field Experience: Staff Development (1)

Provides hands-on learning experiences in environments in collaboration with practicing school educators. Assessment

feedback will be included from course instructors in CSE 6830 and

CSE 6710. Emphasis is placed on instructional strategies and the

integration of technology.

CSE 6840 - Creating Effective Classroom Environments for Instruction (3)

Focuses on planning, organizing, and managing an effective classroom environment. Candidates will research and investigate

collaborative opportunities in time, classroom, and instructional

management. Emphasis will be placed on the effective use of

strategies for developing a safe but invigorating classroom climate.

The creation of a classroom management plan and its implementation in a classroom will be examined within this course.

CSE 6845 - Field Experience: Content Area Methods

Explores strategies, resources, and best practices in all content areas. Focuses on materials, methods, and skills needed to

effectively teach at various grade levels in the Christian school.

Candidates will leave with a collection of instructional tools ready

to use in their own classrooms.

CSL - COUNSELING

CSL 5100 - Introduction to Psychological Research (3)

Designed to give an introduction to research strategies with an

emphasis on counseling and psychological problems. Emphasis will be on the development of a proposal for a major research

project or thesis.

CSL 5200 - Systems Theory and Family Therapy (3)

Introduces the theory and basic underlying assumptions of a systems framework to marriage and family therapy. The emphasis

is on identifying the characteristics of healthy family functioning

and conceptualizing human problems as they are related to the functioning of systems.

Crosslisted as: MFC 5200.

CSL 5220 - Lifespan Development (3)

Looks at the survey of research throughout the entire lifespan including findings in the areas of physical, emotional, cognitive,

and interpersonal growth and development.

CSL 5230 - Career Counseling and Professional Development (3)

An examination of the current trends in career development and life choices. The students will develop a knowledge base

concerning career theories, techniques, and assessments for

exploring the interests, aptitudes, and values of clients in order to

assist them in making reasoned career and lifestyle decisions. The

course will also focus on the student's personal career choice in the

mental health field, career options, professional opportunities and identity development including a culminating paper on the

student's preferred model of therapy. Characteristics that lead to

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success in the field, the developmental journey of a counselor, and

self care are topics covered in this course.

CSL 5231 - Theories of Counseling and Psychotherapy (3)

Integration and study of the traditional and currently developing

theories of counseling and psychotherapy and their application.

CSL 5240 - Advanced Abnormal Psychology (3)

Focuses on patterns of abnormal behavior including anxiety, depression, schizophrenia, antisocial behavior, and mental

retardation. These patterns of abnormal behavior are discussed and

related to DSM-IV TR diagnosis.

CSL 5250 - Counseling Diverse Populations (3)

An overview of counseling strategies useful with varied

populations. Counseling skills helpful with clients of different racial, economic, religious, and sexual orientations will also be

examined.

CSL 5260 - Helping Relationships (3)

Provides an orientation to the counseling profession. Characteristics of effective counselors, nature of the therapeutic

relationship, and the process of counseling will be addressed.

Students will learn and demonstrate the essential skills involved in building an effective helping relationship. Students will be

introduced to practicum/internship guidelines and expectations,

interview and resume writing skills, client record keeping, and

other aspects of the practicum/internship experience.

CSL 5320 - Grief Counseling (3)

Provides a presentation of practical, theoretical, and social aspects

of the dying process. Students will develop skills in counseling the bereaved and in handling grief.

CSL 5330 - Chemical Use and Abuse (3)

Includes topics on historical, medical, psychological, and family dynamics of the treatment process for chemical dependency. An

understanding of the many classes of drugs and their effects on the

dependent person will be developed.

CSL 5390 - Effective Treatments in Therapy (3)

Provides an overview and discussion of the effective treatments of various psychological disorders. A focus will be placed on

treatment planning and evaluating outcomes in therapy.

CSL 5430 - Group Therapy and Process (3)

Examines group techniques and application to counseling settings. Various ethnic and socioeconomic groups will be emphasized.

CSL 5441 - Introduction to Psychological Testing (3)

An overview of test construction, selection, and application will be

the focus of this course. Legal and ethical administration of tests for ability, intelligence, attitudes, values and personality will also be

examined. Experience in taking and administering sample

instruments will be provided.

CSL 5447 - Internship in Counseling I (3)

Provides practical supervised experience in beginning counseling skills. It includes the development of relationship building and

exploratory (fact-finding) skills as well as skills in intervention and

treatment planning in a mental health/community agency setting.

Students will spend a minimum of 200 hours on site under

appropriate supervision of which 80 of the 200 hours must be in

direct client contact (internship fee). Under certain circumstances

practicum may be extended.*

CSL 5448 - Internship in Counseling II (3)

As a continuation of Internship in Counseling I, the course provides practical supervised experience in a mental health or

community agency. It includes the development of relationship

building and exploratory (fact-finding) skills as well as skills in

intervention and treatment planning. Students will spend a

minimum of 200 hours on site under appropriate supervision of which 80 of the 200 hours must be in direct client contact

(internship fee). Under certain circumstances internship may be

extended.*As a continuation of Internship in Counseling I, the

course provides practical supervised experience in a mental health

or community agency. It includes the development of relationship

building and exploratory (fact-finding) skills as well as skills in intervention and treatment planning. Students will spend a

minimum of 200 hours on site under appropriate supervision of

which 80 of the 200 hours must be in direct client contact.

(internship fee). Under certain circumstances internship may be

extended.*

CSL 5449 - Internship in Counseling III (3)

As a continuation of Internship in Counseling I and II, the course provides practical supervised experience in a mental health or

community agency. It includes the development of relationship

building and exploratory (fact-finding) skills as well as skills in

intervention and treatment planning. Students will spend a

minimum of 200 hours on site under appropriate supervision of

which 80 of the 200 hours must be in direct client contact (internship fee). Under certain circumstances internship may be

extended.*

CSL 5472 - Ethical Standards and Legal Issues (3)

Emphasizes the development, understanding, and application of ethical standards in the theory and practice of counseling and

psychotherapy. The Code of Ethics and Standards of Practice of

the American Counseling Association (ACA) and the American Association of Marriage and Family Therapy (AAMFT) will be

studied along with other professional standards of practice and

credentialing. There will also be a focus on state rules and

regulations and licensure requirements for LPC-MHSPs and

LMFTs.

CSL 5482 - Techniques and Interventions I (3)

A study of counseling paradigms with a special emphasis on the beginning stage of therapy is the focus of this course. Counseling

techniques and cognitive, affective, and behavioral interventions

will be shared, evaluated, demonstrated, and practiced both in the

classroom and in a practicum setting. Students will be expected to

initiate a practicum experience that will continue into the next

course, CSL 5483 Techniques and Interventions II. All totaled the practicum will total 100 hours with 40 of the 100 hours being in

direct client contact (group therapy, co-therapy, client intakes,

individual therapy, etc.).

CSL 5483 - Techniques and Interventions II (3)

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Designed to prepare, equip, and direct the student in his/her practicum experience and assist in the internship placement

process. This course will simulate the skills needed to have a

successful practicum and internship experience. With emphasis on role-play and other practical activities, students will demonstrate

entry level counseling skills as well as the operational skills required

for functioning within an agency setting. As a course marking the

consummation of academic and classroom training and the

transition to actual practice, each student will demonstrate initial

competency in a chosen counseling model consistent with the goals and purposes of this program. By the end of this course the

student will have completed a 100 hour practicum of which 40 of

the 100 hours will have been in direct client contact (group

therapy, co-therapy, client intakes, individual therapy, etc.).

Prerequisite: Prerequisite CSL 5482.

CSL 5510 - Divorce and Divorce Adjustment (3)

A study of the contemporary family through the avenue of the divorce experience. The primary concern will be an understanding

of the cultural influences that fostered a rise in the divorce rate, the changes that this phenomenon has precipitated in American

society, the impact of divorce upon the entire family unit, and the

adjustments required for healthy family functioning.

Crosslisted as: MFC 5510.

CSL 5511 - Marital LifeCycle (3)

With the marital life-cycle as a structure, this course will examine the marital relationship as an interactive and changing system.

Particular attention will be given to the predictable challenges

presented to couples in the form of demands for adaptation, the identified characteristics of marital health, and various changes

experienced in both the institution of marriage and spousal roles

during the past few decades.

Crosslisted as: MFC 5511.

CSL 5512 - The Child in the Family System (3)

Designed to review theories and research in child development by identifying normal and anticipated behavior from birth through

adolescence within the family context. The ability to recognize

what constitutes deviations from the anticipated behavior will also be identified with practical suggestions for intervention.

Crosslisted as: MFC 5512.

CSL 5520 - Introduction to Sex Therapy (3)

An examination of both healthy and problematic areas of sexual functioning. Special attention will be given to the development of

assessment and diagnostic skills for identifying sexual dysfunction

and correspondingly appropriate treatment regimens.

CSL 5530 - Trauma Focused Counseling (3)

Provides an in-depth examination of the spectrum of

psychological, biological, and social factors associated with exposure to traumatic stress (childhood sexual abuse, domestic

violence, combat exposure, natural and man-made disasters). The

course includes a comprehensive review of the etiology,

assessment, and treatment of post-traumatic stress disorder.

CSL 5580 - Special Topics in Counseling (3)

Topics of current relevance in counseling will be offered from time to time. Possible topics include but are not limited to EMDR,

Mindfulness, Psychodrama and Neuropsychology. Topics and

instructors will be announced prior to registration.

CSL 7003 - Psychodynamic Psychotherapies (3)

Prepares students to conduct time limited psychodynamic psychotherapy drawing upon psychoanalytic clinical theory. Topics

covered include: psychodynamic assumptions about the

mechanisms of change in treatment, the role of the unconscious

and mechanisms of change in treatment, the role of the

unconscious and mechanisms of defense as well as transference and counter-transference.

CSL 7004 - Cognitive Behavioral Therapies (3)

Prepares students to conduct psychotherapy from a cognitive-behavioral perspective. Theoretical underpinnings of cognitive-

behavioral therapy are covered prior to focusing on the case

conceptualization and intervention techniques employed by

practitioners of the model. Students will become familiar with a variety of behavioral and cognitive interventions designed to

change affective states, thought patterns, and problematic

behaviors.

CSL 7005 - Postmodern Psychotherapies (3)

Provides a study of postmodern therapies including solution-focused brief therapy, narrative therapy, and social

constructionism. New methods of therapy delivery involve efforts in which therapists come from a "not knowing" position and allow

themselves to enter the dialogue in a more creative way.

CSL 7007 - Treating Addictions: A Family Dynamics Approach (3)

Surveys the literature on substance abuse, chemical dependency,

and other addictive behaviors. Emphasis is placed on the assessment and treatment of persons with addictive behaviors

especially from a family systems perspective.

CSL 7008 - Diagnosis and Treatment of Sexual Disorders (3)

Reviews theories of sexual development and the diagnosis and treatment of sexual disorders along with the psychosocial and

cultural variables associated with these issues.

CSL 7009 - Advanced Multicultural Counseling (3)

An advanced overview of counseling strategies and advocacy

planning useful with varied populations, including counseling skills

helpful with clients with different racial, economic, religious, and

sexual orientations. An emphasis will be placed upon specific

multicultural counseling skills needed in doctoral-level leadership

positions.

CSL 7010 - Issues of Integration: Christian Ideology in a Professional World (3)

Provides an overview of the theoretical, conceptual, and practical issues involved in relating one's Christian worldview to psychology,

psychopathology, and psychotherapy. Emphasis will be placed on

the various philosophical and practical ways practitioners resolve

the tensions of faith and practice from a Christian perspective. Practical implications for conducting psychotherapy with people

who have spiritual and religious concerns will be explored.

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CSL 7020 - Special Topics in Counseling (3)

This doctoral level special topics course facilitates professional development through evaluation and utilization of ethical

standards, group work theories and career counseling theories.

Students will develop a greater understanding and capacity to distill and articulate various perspectives that are current trends in group

work, career counseling, and ethical dilemmas. As developing

counselor educators, it is expected that students will attain a level

of expertise in the above mentioned areas to dialogue with

counselors as colleagues in general and present at professional

conferences.

CSL 7030 - Qualitative Research and Program Evaluation (3)

Focuses on qualitative research and evaluation methods, frameworks for quantitative and qualitative inquiry in program

evaluation, qualitative data analysis, and technical writing. Students

will design a qualitative program evaluation project, including data

collection, coding, analysis, and write-up. Students will also

develop grant writing skills.

CSL 7101 - Preventative Approaches: Premarital Therapy and Enrichment Activities (3)

Focuses on preventative modes of influencing significant relationships. As such, attention will be given to pre and post

relationships by developing and implementing models for soundly

and thoroughly working with relationships prior to marriage as well as post-marital enrichment programs for those couples who are

already married.

CSL 7102 - Theories of Affect Regulation and Attachment (Affective Therapy) (3)

Investigates the theories and research of affect regulation and

attachment from a range of disciplines and how this material might be integrated into the practice of individual, marital and family

treatment/intervention. Special attention will be given to the more

popular models, such as EFT or suitable alternatives.

CSL 7104 - Specialized Systemic Family Therapy (3)

Provides an advanced overview of systemic theory with a specific focus upon application with families. The students' learning will be

enhanced with a specialized focus upon diverse groups, ethical dilemmas, and specialized family case presentations. Theoretical

emphasis will be placed upon general systems theory including

transgenerational, structural/strategic, and collaborative theories.

The students will participate in a practicum experience in this

course with direct face-to-face client contact. This course will serve

as a Practicum (100 hours indirect/40 hours direct client contact).

CSL 7151 - Psychological Testing for Counselors (3)

Studies the administration, scoring, interpretation, and reporting of the most common assessment instruments used by professional

counselors. The focus will be on assessment instruments such as

the MBTI, FIRO-B, Beck Scales, SASSI-3, etc. Review of ethical

principles and practice issues relevant to testing will be covered.

CSL 7152 - Professional Challenges for Counselors (3)

Focuses on practical issues that face practitioners in the 21st century: starting a practice, guidelines and procedures for referral

and inter-professional collaboration, legal, ethical, and professional

issues involved in working in a multidisciplinary managed care

context, managing time, keeping abreast with the literature, and

avoiding burnout.

CSL 7153 - Psychopharmacological Issues in Counseling Settings (3)

Provides a general overview of current research on the use and effectiveness of psychotropic medication in the treatment of

psychological disorders as well as ethical and professional

implications.

CSL 7201 - Supervision Models (3)

Designed to give students training and practice in supervisory and

consultant roles. Various supervision models will be evaluated.

CSL 7251 - Technology and Teaching Strategies in Counselor Education (3)

Provides an overview of counselor education including the development of professional identity. Specifically, this course

focuses upon effective teaching approaches, course delivery

systems (technology), as well as methods of classroom management, testing, and lecture development. This course

provides the information, theory, and training necessary to teach

undergraduate and graduate courses in counselor education.

CSL 7300 - Dissertation Proposal Development I (3)

Focuses on the development and facilitation of the initial stages of the dissertation process. However, a focus will be maintained

throughout this course on the entire dissertation project. Specific emphasis will be placed on the logistics of the dissertation project,

including formulating a topic, the introduction, the review of

literature, and methodology including appropriate statistical

analysis, as well as securing a dissertation chair and committee, and

preparation of the formal proposal defense. The students will be

introduced to a variety of dissertation options as well as strategies for successful completion. The students will complete a draft of

the first chapters of their dissertation project.

Crosslisted as: PSY 7300.

CSL 7301 - Doctoral Research Methodology (3)

Focuses on the development and facilitation of the dissertation process. Stress will be placed on the logistics of the dissertation

project, including formulating a topic, the literature review,

securing a dissertation chair and committee, and preparation of the

proposal.

CSL 7302 - Statistical Analysis in Clinical Practice (3)

An introduction to the use of statistics in psychology with emphasis on application to solving research related problems and

design of investigations related to areas of student and professional

interest.

Crosslisted as: PSY 7302.

CSL 7303 - Dissertation Research (6)

Planning and implementation of a doctoral dissertation including literature review, problem definition, hypothesis formation, design,

implementation of research project, data analysis, and report writing. The final step requires the student to successfully defend

the dissertation.

Crosslisted as: PSY 7303.

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CSL 7305 - Dissertation Proposal Development II (3)

Focuses on the development and facilitation of the initial stages of the dissertation process. However, a focus will be maintained

throughout this course on the entire dissertation project. Specific

emphasis will be placed on the logistics of the dissertation project, including formulating a topic, the introduction, the review of

literature, and methodology including appropriate statistical

analysis, as well as securing a dissertation chair and committee, and

preparation of the formal proposal defense. The students will be

introduced to a variety of dissertation options as well as strategies

for successful completion. The students will complete a draft of the first chapters of their dissertation project. This course is a

continuation of CSL 7300 Dissertation Proposal Development I.

CSL 7360 - Doctoral Internship I (2)

Provides practical experience and supervision in areas consistent with academic and professional goals of the doctoral student

working toward a professional counselor identity. In addition, the

internship can provide direct experience in counselor education and supervision. Specifically, the internship experience provides for

advanced experience with delivery of counseling services,

supervision of counselors-in-training, counselor education, or

consultation, depending on licensure status and internship site

determination. Each semester of internship consists of a minimum

of 200 hours onsite of which 80 of the 200 hours must be in direct client contact.

CSL 7361 - Doctoral Internship II (2)

Provides practical experience and supervision in areas consistent

with academic and professional goals of the doctoral student

working toward a professional counselor identity. In addition, the

internship can provide direct experience in counselor education

and supervision. Specifically, the internship experience provides for advanced experience with delivery of counseling services,

supervision of counselors-in-training, counselor education, or

consultation, depending on licensure status and internship site

determination. Each semester of internship consists of a minimum

of 200 hours onsite of which 80 of the 200 hours must be in direct

client contact.

CSL 7362 - Doctoral Internship III (2)

Provides practical experience and supervision in areas consistent with academic and professional goals of the doctoral student

working toward a professional counselor identity. In addition, the

internship can provide direct experience in counselor education

and supervision. Specifically, the internship experience provides for

advanced experience with delivery of counseling services, supervision of counselors-in-training, counselor education, or

consultation, depending on licensure status and internship site

determination. Each semester of internship consists of a minimum

of 200 hours onsite of which 80 of the 200 hours must be in direct

client contact.

CSL 7399 - Dissertation Research Continuation (1)

Students who have not completed the dissertation at the end of the third semester of dissertation research may be enrolled in a one

semester credit hour dissertation research continuation course.

The doctoral program coordinator will register students eligible for

dissertation research continuation on a semester-by-semester basis.

Continual enrollment in this one credit hour semester course will

allow students to continue progress on the dissertation including

engagement with the dissertation chair and committee. All

requirements for the degree, including the dissertation process, must be completed within the six-year time limit. The student may

be required to provide evidence of active progress on the

dissertation in order to be enrolled in the dissertation research

continuation course.

Only those students in the Ph.D. Clinical Counseling program will

be eligible to register for the one credit hour CSL 7399 Dissertation Research Continuation course.

Students enrolled in this one-credit hour course, Dissertation

Research Continuation, will be considered half-time for enrollment

purposes, allowing students continued access to University services

(ITS & library) as well as eligibility for financial aid. The Ph.D.

Clinical Counseling program is the only University graduate-level program at Trevecca that offers a one-credit hour continuation

course as sufficient to maintain part-time student status.

ECO - ECONOMICS

ECO 5023 - Global and Economic Environment (3)

Familiarizes students with the economic forces, institutions, and policies that govern the environment in which business operates.

Changes in both the national and global economy are explored

from managerial, market and financial perspectives. Topics include

opportunity cost, demand and supply, industrial organization,

antitrust, deregulation, fiscal and monetary policies, trade policies, and exchange rates.

EDD - LEADERSHIP AND PROFESSIONAL

PRACTICE

EDD 8001 - Theories, Structures, and Systems I (2)

Explores best practices that have been identified to assist in the establishment of organizations. Evidence-based foundations are

used to focus on those best practices that foster continuous quality improvement in schooling, and rethinking the connections in the

relationships of stakeholders through the formulation of problem-

solving teams that can approach quality through collaboration and

scientifically based practice. An enhanced linkage among

stakeholders is encouraged and emphasized as a result of evidence-

based exploration of best practices.

EDD 8002 - Scientifically Based Practice: Research I (4)

Introduces the doctoral candidate to the principles of both qualitative and quantitative research and the paradigm of an

evidence-based approach to academic research as well as

consumer-based problem solving. Research design, ethics, data

analysis, and techniques such as survey, issue and trend analysis,

case study, historical research, pre- and post-testing, literature review, meta-analysis, psychographic methods, and quantitative

data collection and statistical analysis are emphasized. This course

establishes the candidate's basic understanding of academic

research while fostering comfort with the utilization of

scientifically based practice to approach problem-solving needs

within the professional environment.

EDD 8003 - Strategic Policy and Planning (3)

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Studies the roles of churches, organizations, institutions, and teams in planning and implementation strategies. An evidence-based

foundation encourages the candidate to use scientifically based

practice to improve efficiency. Holistic and integrated strategies are implemented to guide candidates in investigating policy and

planning to achieve visions and high organizational performance.

EDD 8004 - Scientifically Based Practice: Research II (4)

Extends the depth of study in research established in Scientifically Based Practice: Research I. An emphasis is placed on methodology,

research design, statistical analysis, and data reporting. An efficient

use of technology for all phases of the dissertation is employed by the candidate in the completion of this course.

EDD 8005 - Transformational Learning (3)

Examines the multiple facets associated with both andragogical and pedagogical change from the fundamental conceptualization of the

design phase through the implementation phase. A meaningful

learning experience is emphasized along with the capture of

teachable moments and the culmination phase of evaluation and revision. The candidate is expected to use evidence-based practice

to form the pillars of a learning experience, evaluation, and revision

for improvement.

EDD 8006 - Cultural Influences (3)

Engages a thorough study of the multiple elements that impact learning: conflict, cultural groupings, discrimination, ethnicity,

ethnocentrism, fragmentation, prejudice, bias, stereotyping, the role of culture in people's lives, and other elements that influence

beliefs, values, and decisions are investigated. The candidate is

given an opportunity to expand personally and professionally

through an evidence-based examination of how culture influences

the workplace.

EDD 8010 - Professional Practice and Research (3)

Within the context of a candidate's professional practices, s/he will focus on an issue of interest. Candidates will conduct a meta-

analysis of research, and explore the future of the field and the

ethical issues in his/her area of interest. Candidates will reflect on

the research and explorations and delineate the knowledge and

abilities critical for a changing world.

EDD 8011 - Theories, Structures, and Systems II (2)

Explores best practices that have been identified to assist in the establishment of organizations. Evidence-based foundations are

used to focus on those best practices that foster continuous quality

improvement in schooling, and rethinking the connections in the

relationships of stakeholders through the formulation of problem-

solving teams that can approach quality through collaboration and

scientifically based practice. An enhanced linkage among stakeholders is encouraged and emphasized as a result of evidence-

based exploration of best practices.

EDD 8051 - Intrapersonal Effectiveness (5)

The first in a three-part series, this course examines the four levels of leadership: personal, interpersonal, managerial, and

organizational. The focus of part one is to apply an evidence-based

approach to examine the theories of individual motivation and behavior. Candidates analyze their personal character and

competence as leaders, with the goal of maximizing their personal

effectiveness. Candidates are encouraged to develop a habit of

scientifically based practice of continual examination of their own

effectiveness and use of their evidence-based learning to effect

personal improvement.

EDD 8052 - Collaborative Teamwork and Team Development (5)

Building on the foundation laid in EDU 8051, this course is an extension from study of individual behavior and effectiveness to

analysis of group or team behavior and leadership effectiveness. A

collaborative team-based learning culture is utilized to simulate real-life problems and team-building processes. Course topics

include: leadership dimensions, team learning, development and

management, diversity, and organizational analysis and

development. An evidence-based foundation is employed to

support student learning and exposure to best practices expressed

by recognized leaders in team building concepts.

EDD 8053 - Creating Effective Organizations (5)

The culmination of individual behavior/effectiveness and team behavior / effectiveness, this course provides the candidate a

comprehensive understanding of the way in which total

organizational effectiveness is conceptualized, measured, and

realized in practice. The course also explores the ways change

associated with organizational improvement is effectively managed. It assists practitioners in understanding how quality improvement

can be initialized, managed, and sustained at all levels within the

organization to achieve total value-added improvement. An

evidence-based foundation is employed through exposure to best

practices and the concepts of recognized leaders in organizational

leadership and improvement.

EDD 8151 - Technology (2)

Assists the candidate in learning the uses of technology that facilitate the completion of the doctoral dissertation. Elements may

include word processing, databases, spreadsheets, internet, project

management software, web pages, and other appropriate

applications. It is additionally used as a platform for the candidate

to begin exploring the information available so as to begin a habit of seeking evidence-based data in the employment of scientifically

based practice within the professional environment.

EDD 8152 - TechnologyBased Statistics I (2)

Designed to equip candidates to incorporate statistical analysis into educational research. The different types of data and the tests

appropriate for each are discussed and practiced. Successful

completion of this course enables candidates to analyze their data gathered for dissertations and to draw definite conclusions from

their data. Additionally, candidates in the evidence-based

educational environment are equipped to review the methodology

and data generated by scientifically based research and draw useful

and reliable conclusions from that data.

EDD 8154 - TechnologyBased Statistics II (2)

Designed to equip candidates to incorporate statistical analysis into educational research. The different types of data and the tests

appropriate for each are discussed and practiced. Successful

completion of this course enables candidates to analyze their data

gathered for dissertations and to draw definite conclusions from

their data. Additionally, candidates in the evidence-based

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educational environment are equipped to review the methodology

and data generated by scientifically based research and draw useful

and reliable conclusions from that data.

EDD 8201 - through 8209 Dissertation (1 - 18)

The dissertation is a major research study based on a significant issue within the workplace. The dissertation must engage a field of

interest and involves identification of a problem, development of

appropriate protocol, implementation and analysis of both

qualitative and quantitative research, dissertation defense, and a

capstone presentation of the candidate's work and findings. The

dissertation is designed to equip the candidate to engage scientifically based inquiry and practice to effect problem

identification and solutions in the environment of workplace. EDU

8201, 8202, 8203, 8204, 8207, 8208 1 credit each. EDU 8205, 8206

2 credits each. If candidates do not make Satisfactory grades in the

courses, they will have to retake the dissertation courses until the

dissertation has been successfully completed and defended.

EDU - EDUCATION

EDU 515 - Culture, Ideas, and Values (3)

Requiring considerable independent work, candidates investigate

significant research with emphasis on instructional leadership, the educational change process, and other current educational

influences. Candidates critique materials selected and orally present

their synthesizing of research findings.

EDU 553 - Technology for Learning (3)

Formerly Technology: Today and Tomorrow -This course focuses

on using e-mail, word processing, databases, and spreadsheets to

support instruction. Internet resources, interactive media, and Web page design are also examined. Hands-on laboratory experiences

develop an understanding of the power of technology to assist in

the teaching and learning process.

EDU 554 - Instructional Design (3)

Formerly Paradigms of Planning -Emphasizing the decision-making process, this course is a survey of instructional models for

teaching including planning, delivery, strategies, grouping, themes, and resources. Differentiated learning, including learning domains,

teaching and learning styles, and multiple intelligences as well as

evaluation of student performance and parental involvement are

essential components of this course.

EDU 555 - Issues and Trends in Teaching and Learning (3)

Addresses issues of philosophical importance including historical

influences, diversity, educational theorists, family and society, health, and physical and emotional safety in schools. The correlates

of effective schools will be emphasized.

EDU 556 - Research into Practice (3)

Participants study conceptualization of research problems, development of hypotheses and strategies, and the use of

quantitative and qualitative research, research into practice,

problem-solving, and applied educational research.

EDU 5005 - Introduction to Online Teaching (3)

A course that examines the role of the online instructor in a highly interactive, fully online, e-learning program. Emphasis is placed on

developing the online learning community, building the skills to

effectively employ online learning strategies, managing the online

class, and implementing new or modifying existing curricula.

EDU 610A - Educational Issues (1-3)

A survey of current issues in education, this course is designed for the advanced graduate student. A seminar format may be utilized

as the instructional technique.

EDU 6001 - Field Experience I for School Leaders (1)

This field experience is conducted during the first semester of the program. Specifically, candidates are expected to develop a resume,

write a personal mission statement and autobiography, and

familiarize themselves with various aspects of school governance and the duties of school officials. Candidates are expected to focus

on employment processes/practices in their school system/school,

sound decision-making practices, the delivery of professional

development, and organizational climate. Creation and

implementation of Professional Learning Communities is

discussed.

EDU 6002 - Field Experience II for School Leaders (1)

This second field experience is conducted during the second semester of the program. Candidates are expected to develop an

understanding of Common Core standards, curriculum,

assessment, and best teaching practices. Furthermore, candidates

are expected to explore issues related to the legal, ethical, financial

and political contexts of schools or matters associated with the growing pluralism and diversity of American schools. Observation

of and interaction with school leader(s), along with community

and/or person(s) of ethnic and social diversity are expected.

EDU 6003 - Field Experience III for School Leaders (1)

This field experience is conducted during the third semester of the program. Specifically, candidates are expected to develop a

thorough understanding of the change process, analysis of data, implications from data analysis, instructional improvement and the

involvement of all stakeholders in the school improvement

planning process. Furthermore, the course includes responding to

diversity for the improvement of instruction, for increased student

learning, and for a positive school climate, specifically in these

areas: ethnicity/race, socioeconomic, gender exceptionalities, language, and religion, in urban/suburban/rural settings.

EDU 6004 - Field Experience IV for School Leaders (1)

This field experience is conducted during the fourth semester of the program. Candidates will use technology to maximize student

learning, increase efficiency of school operations, and learn to

access school data effectively. The use of technological multimedia

products for enhancing the curriculum will be explored. Candidates will focus on the principles, strategies, and techniques utilized to

enhance student learning and close achievement gaps through in-

depth data analysis and interpretation. Multiple data sources will be

utilized. Best practices in instructional strategies will be explored to

determine which strategies should be used to reinforce each

specific identified area of need. Areas of interest will include: student learning, effective teaching, connecting students and

community resources, analyzing problems, interpreting data and

understanding student growth and development. Observation of

and interaction with school leader(s) are required. In addition,

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guidelines and procedures for conducting action research are

explored.

EDU 6005 - Field Experience V for School Leaders (1)

Candidates will engage in activities that will enable them to

maximize student learning, design a professional growth plan, improve parental/stakeholder involvement, consider cases dealing

with ethical and political issues which face administrators and the

importance of data-driven decision making. This field experience

draws the candidate’s attention to the point that a healthy, safe

culture and climate in their school is vital to the growth of students

and the work environment.

EDU 6010 - Leadership for Instructional Effectiveness (3)

Candidates differentiate between administration, management, and

leadership within the school setting. The roles of the local, state,

and federal levels of government are considered and the duties of

school superintendents (directors), school boards, principals, and

assistant principals are delineated. Current issues facing schools,

including performance-based standards and student achievement, are presented. Attention is given to the historical context of

American education. Candidates are expected to reflect on their

professional goals and mission.

EDU 6015 - Technology for Instructional Leaders (3)

Candidates examine the role of school leaders in managing and supporting technology to maximize student learning and to

increase the efficiency of school operations; various models of technology are explored. Candidates learn to access data

effectively, using various models of technology to support teams of

teachers, students, and parents to lead to academic success for

students.

EDU 6020 - Decision Making for Instructional Improvement (3)

Candidates examine organizational mission, strategic planning, and core beliefs as key elements within the school framework. The role

of the school leaders in establishing a vision, a sense of

community, and a positive learning culture that facilitates student

achievement is explored; models used by effective school leaders

are presented. Attention is also focused on teacher recruitment, induction, professional development, and personnel evaluation

systems - both formative and summative. The use of data in

assessing student learning is emphasized.

EDU 6025 - Using Research and Data for Improved Student Learning (3)

Candidates use current research from multiple sources to analyze and improve the learning community. Areas of interest include

student learning, effective teaching, connecting student and

community resources, analyzing problems, interpreting data, and

understanding student growth and academic development. The

role of educators, especially school leaders, as the consumers of

research data is emphasized.

EDU 6030 - Curriculum for Instructional Leaders (3)

Candidates integrate information gathered from research, reports, assessments, standards, surveys, and best practices into effective

leadership of the instructional program. Within the structure of

local and state requirements, the methods and processes for

understanding and implementing this information into an effective

instructional program at the school level are explored and defined.

EDU 6035 - Law, Ethics, and Diversity for School Leaders (3)

Candidates examine the legal and regulatory mandates as outlined

by the local school district, the state, the federal government, and the courts. Emphasis is on the legal rights and responsibilities of

teachers, administrators, and students. Additional emphasis is

placed on the following: responding to diversity for the

improvement of instruction, political influences and implications,

moral and ethical responsibilities of schools, special education laws,

and school finance procedures.

EDU 6040 - Valuing Diversity for School Effectiveness (3)

Candidates address the diversity that affects education locally,

nationally, and globally. The course includes responding to

diversity for the improvement of instruction, for increased student

learning, and for a positive school climate, specifically in these

areas: ethnicity/race, socioeconomic, gender, exceptionalities,

language, religion, and urban/suburban/rural. The social context of the school within the broader community is emphasized.

EDU 6045 - Assessing Learning for School Improvement (3)

Candidates focus on the principles, strategies, and techniques utilized to enhance both organizational effectiveness and student

learning. Through an in-depth study of the characteristics of an

effective learning organization, candidates will acquire the

knowledge, skills, attitudes, and dispositions to lead successfully a school to achieve increased student learning.

EDU 6050 - Summative Assessment Seminar for School Leaders (2)

Candidates for the master’s degree and those candidates who are seeking Administrative Endorsement are required to participate in

this culminating activity for their program. Candidates will utilize the knowledge gained in all classes in their program and their

experience as effective educators to successfully complete this

assignment. This course is the candidate’s opportunity to exhibit

his/her highly effective creation, presentation and discussion of the

designated school, its data, and school improvement plan based

upon his/her data analysis. Candidates are provided a set of data (elementary, middle, or high school data) for a fictitious school

which will be studied, analyzed and used to formulate a school

improvement plan. This set of data includes information

concerning the school’s instructional strategies, curriculum,

demographical data, TCAP and TVAAS data, culture, climate,

instructional leadership, team structure, professional development and parental involvement. Each candidate will present a summary

of his/her data analysis and school improvement plan to a panel

composed of faculty and/or building-level school leaders from the

LEA. Candidates will present individually. This culminating

presentation is conducted as a simulation of an interview for the

position of principal at this fictitious school. Successful completion is determined by the panel of faculty/school leaders.

EDU 6075 - Diversity in Classrooms and Schools (2)

Provides an overview of the diverse educational needs, challenges, opportunities, and rewards that teachers encounter as they seek to

effectively meet the needs of learners in diverse classrooms and

schools. Candidates will examine diversity research on topics such

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as socioeconomics, exceptionalities, race and ethnicity, linguistics,

learning styles, and genders. A focus will be on the at-risk student

and equipping students with tools to make choices. Candidates will

be equipped with tools and instructional strategies to effectively create learning opportunities and a positive classroom environment

that fosters student achievement.

EDU 6080 - Interdisciplinary Teaching (3)

Examines strategies to effectively support interdisciplinary instruction and assessment to address the complex challenges of

providing quality instruction to a class of diverse learners.

Candidates will explore interdisciplinary curriculum and learn effective strategies integrating all content areas for enhanced

instruction. The focus will be on individuals with visual

impairments both in a specialized classroom and in a full inclusion

environment.

EDU 6085 - Differentiated Teaching (3)

Examines strategies to effectively support differentiated instruction

and assessment to address the complex challenges of providing quality instruction to a class of diverse learners. Focuses on

providing students with multiple options for learning, applying

information, and expressing what they learn. Candidates will

explore the research on differentiated instruction and learn

effective strategies for managing flexible groups, providing

students with a variety of options to maximize learning, and planning strategically for classroom management issues. The focus

will be on individuals with visual impairments both in a specialized

classroom and in a full inclusion environment.

EDU 6125 - Evaluation and Training of Educators (3)

Based on current, historical evaluation, the course includes analysis of techniques, review of diagnostic and prescriptive measures,

differentiated salaries, and higher education/teacher training.

EDU 6300 - CulturalEducational Experience (1-3)

Participants travel abroad to engage in educational and varied cultural experiences for assessing and enhancing educational

programs.

EDU 6310 - Research I: Thesis Development (2)

Exploration and development of the thesis and literature review for an action research project focusing on a current topic in

education.

EDU 6315 - Research II: Implementation (1)

Finalize research design and implementation of the action research project.

EDU 6320 - Research III: Data Collection and Analysis (1)

The teacher candidate will complete the research project, prepare a final document, and give an oral presentation of the research.

EDU 6370 - Instructional Technologies (3)

Examines how technology can facilitate 7-12 instructional

practices. Candidates will explore instructional software, online resources, and synchronous and asynchronous methods in

technology mediation. Mixed media input will be demonstrated

and practiced as well as various instructional methods using

technology such as the Internet for instruction and various forms

of distance education.

EDU 6400 - Financial Planning for Educators (3)

Investment strategies and retirement vehicles are explored, such as

company retirement plans, stock market, mutual funds, certificates of deposit, annuities, trusts, income tax, social security, personal

business, and real estate. This course is designed to prepare the

educator to make decisions that will allow financial independence.

EDU 6410 - Residency I (6)

As an emerging elementary teacher, the candidate will be placed in an internship with a community public school partner. The

candidate will be engaged in planning, teaching, and assessing students for optimal learning.

EDU 6415 - Residency II (6)

As an emerging teacher, the candidate will be placed in an internship with a community public school partner. The candidate

will be engaged in planning, teaching, and assessing students for

optimal learning.

EDU 6450 - Social Justice in the Community (2)

Investigating student development and learning in a non-school community program. Candidates will explore the unique social

challenges in urban environments other than the typical public

school setting. Embedded field experience.

EDU 6455 - Transformational Learning Environments (2)

Creating an invitational and supportive classroom for optimal

learning in the urban setting. The candidate will develop a

proactive program of classroom management that demonstrates increased student engagement and achievement.

EDU 6460 - Intensive Literacy and Assessment (3)

Explores the diagnostic and subsequent remediation of common literacy challenges. The candidate will develop a research based

understanding of the design, delivery, diagnosis, and assessment of

reading domain. Emphasis will be in the areas of Special Education

and English Learners.

EDU 6465 - Current Diversity Issues (3)

Explores the impact of diversities on school communities. Candidates will develop knowledge and awareness, and seek to

answer questions related to diversity. The teacher candidate will

identify and match instructional plans to the cognitive, social,

linguist, cultural, emotional, and physical needs.

EDU 6506 - Effective Leadership (3)

Designed to assist the participant in understanding the problems faced by leaders in schools and communities. Topics include

accepted theories, principles and techniques of effective leadership,

the role of personal values, and the role of the leader in current

reform and restructuring.

EDU 6507 - Research and Practices in School Administration (3)

Includes topics: bureaucracy and the school, the role of professionals, schools and their external environments, character

of work groups, dimensions of leadership, and methods for making

decisions.

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EDU 6710 - Technology Integration in Teaching and Learning (3)

Focuses on integrating technology into instructional content.

Candidates will experience emerging technologies, Web 2.0, and classroom hardware/software. They will also develop instructional

technology and technology presentation skills. Candidates will use

technologies for instructional improvement that will include

consideration of candidate achievement data, research, technology

plans, and community relations.

EDU 6720 - Action Research for School Improvement (3)

The candidate will identify an area for instructional improvement, refine strategies for investigating a defined issue, initiate effective

instructional decision making, and work towards a project that will

effect a positive change in the classroom. Assessment philosophies

and methodologies inform the overarching framework for this

course. The course will be in conjunction with EDU 6725.

EDU 6725 - Data Analysis for School Improvement (3)

The candidate will collect and analyze data from multiple sources for development of an Action Research Project. The emphasis will

be on making data driven decisions for improving student

achievement through instructional practices. This course is taken in

conjunction with EDU 6720.

EDU 6730 - Field Experience Focusing on School Improvement Planning (1)

Provides hands-on learning experiences in conducting action research. Assessment feedback will be included from both course

instructors of EDU 6725 and EDU 6720. An emphasis is placed

on a candidate developed action research project.

EDU 6740 - Inclusive Practices in Teaching and Learning (3)

Focuses on the impact of economic disparities within

neighborhoods and predicts the impact on local schools. Areas of emphasis will include: differentiated instruction, special education,

inclusionary practices, legal and ethical issues, and community

relations. The goal is to identify instructional and assessment

practices that promote equity in the classroom.

EDU 6760 - Exit Assessment/E-Portfolio (0)

Candidates will maintain a working portfolio throughout their

program. Included in the portfolio will be the Action Research Project from EDU 6720 and 6725 and assigned exhibits from

other courses. Portfolios will be presented at the conclusion of the

program of study.

EDU 6770 - Leading Curricular Change (3)

Focuses on research and best practices that facilitate curriculum development. Standards will be analyzed regarding their impact on

curriculum development. Candidates will investigate curriculum change, network and make learning links with diverse colleagues,

investigate how to develop high quality curriculum, and learn about

the impact that transforming a curriculum can have in raising the

quality of teaching and learning and in improving outcomes for

students. The candidate will focus on leading educational change

through the use of distributive leadership.

EDU 6775 - Field Experience Best Practices in Curriculum and Instruction (1)

Provides hands on learning experience in environments under the guidance of practicing school educators. Candidates will maintain

several activities and submit a reflection paper for each field

experience course. Assessment feedback will be included from both cooperating teachers and course instructors.

EDU 6800 - Exit Assessment/E-Portfolio (0)

Beginning with the first course of CAI, the e-portfolio will be a work in progress for the duration of the program. This collection

of work will include the results of the Action Research Project.

The e-portfolio will serve as the culminating activity and is required

for completion of the CAI program. A Pass-Fail grading system will be used.

EDU 6805 - Exemplary Leader Residency (0)

During the fall semesters, grant candidates - mentors in training - will be residents in MNPS schools and serve as collaborators to

improve student achievement and increase teacher efficacy.

Candidates will work daily during the regular school calendar year

within their assigned high priority elementary schools as part of a collaborative team. Candidates will provide mentoring, assistance,

and direction in the creation and establishment of Professional

Learning Communities within the school, focused on the specific

needs of the schools. Based on these specific needs, the candidate

team will identify and implement an action research project. To

build the learning community, program candidates and University faculty will participate in reflective seminars. Candidates will

maintain journals of their work with teachers and principals and

will share their residency experiences in these sessions. The

purpose of this professional discourse will be to identify problems

and collaboratively seek solutions.

EDU 6810 - Exemplary Leader Residency (0)

During the fall and spring semesters, grant candidates - mentors in training - will be residents in MNPS schools and serve as

collaborators to improve student achievement and increase teacher

efficacy. Candidates will work daily during the regular school

calendar year within their assigned high priority elementary schools

as part of a collaborative team. Candidates will provide mentoring,

assistance, and direction in the creation and establishment of Professional Learning Communities within the school, focused on

the specific needs of the schools. Based on these specific needs,

the candidate team will identify and implement an action research

project. To build the learning community, program candidates and

University faculty will participate in reflective seminars. Candidates

will maintain journals of their work with teachers and principals and will share their residency experiences in these sessions. The

purpose of this professional discourse will be to identify problems

and collaboratively seek solutions.

EDU 6830 - Curriculum Planning and Instructional Practice (3)

Focuses on the assessment of quality curriculum and instructional practices. Candidates will demonstrate instructional strategies,

inquiry based learning, organizational skills, and the integration of

technology. They will also engage in using methodologies for

monitoring, assessing, and supporting quality instruction.

EDU 6835 - Field Experience Focusing on Educational Collaboration and Staff Development (1)

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Provides hands-on learning experiences in environments in collaboration with practicing school educators. Assessment

feedback will be included from course instructors in EDU 6830

and EDU 6710. Emphasis is placed on instructional strategies and the integration of technology.

EDU 6840 - Creating Effective Classroom Environments for Instruction (3)

Focuses on planning, organizing, and managing an effective classroom environment. Candidates will research and investigate

collaborative opportunities in time, classroom, and instructional management.

EDU 6845 - Field Experience Best Practices in Curriculum, Assessment and Instruction (1)

Provides hands-on learning experiences in effective classroom environments, inclusive practices, and leading curricular change.

Assessment feedback will be included from all course instructors from EDU 6840, EDU 6740, and EDU 6770.

EDU 6900 - Numeracy Specialists K8 (3)

Designed for coaches of K-8 teachers to build those skills, understandings, and dispositions required to be numeracy leaders

in K-8 schools. The focus is to provide numeracy leaders with

research, resources, strategies, and practice to equip them to work

with adult learners in deepening their understanding of mathematics content pedagogy and strengthening their skills to

improve instruction so all students can learn.

EDU 6905 - Numeracy Specialists 6 12 (3)

Designed for coaches of 6-12 teachers to build those skills, understandings, and dispositions required to be numeracy leaders

in 6-12 schools. The focus is to provide numeracy leaders with

research, resources, strategies, and practice to equip them to work with adult learners in deepening their understanding of

mathematics content pedagogy and strengthening their skills to

improve instruction so all students can learn.

EDU 6910 - Coaching Algebra and Geometry Teachers (3)

Focuses on developing understandings, dispositions, and skills needed by coaches to help elementary, middle, and secondary

teachers develop the concepts and skills of teaching algebra and geometry. The intent is to provide research, resources, and practice

to equip numeracy leaders to work with adult learners in deepening

their understanding of algebraic and geometric concepts and

pedagogy and strengthening their skills to teach concepts so all

students can learn. It is planned for this course to be co-taught by

two faculty members, one with background teaching at the elementary level and the other with secondary experience.

EDU 6915 - Analysis and Correction of Math Learning Problems (3)

Develops expertise in analyzing student work, diagnosing the problem, understanding student thinking, and using that

understanding to guide subsequent interactions and interventions with the student. Participants will analyze student learning through

formal and informal assessments, and learn how to use research

and current resources to diagnose mathematical learning problems,

and how to choose and implement the best interventions to

increase student learning.

EDU 7302 - Instructional Leadership, Culture, and Climate (3)

Candidates will explore the role of School Leader as they

differentiate between administration, management, and instructional leadership styles within the school setting to improve

student achievement with an emphasis on creating a school culture

and climate that establishes high expectations for all stakeholders.

The financial and legislative roles of local, state, and federal levels

of government will be considered. Candidates will examine and

unpack the TEAM Administrator Evaluator Rubric for a deep understanding of what an effective administrator needs to know

and be able to do. Professional Learning Communities (PLCs) will

provide the foundation in creating models for leveraging

transformational change within the school culture for urgent

change. Practical knowledge and tools will be examined to create

and sustain collaborative PLC work that actively engages stakeholders in creating a shared vision and culture of supporting

learning for all. Each candidate will analyze provided school data

and build an effective School Improvement Plan upon the

provided data.

EDU 7303 - Human Capital and Efficacy Building (3)

Human Capital and Efficacy Building is designed to enable

educational leaders develop an effective management strategy through examination of the process and procedures necessary to

recruit, hire, place, induct, professionally develop, evaluate, and

retain excellent teachers and administrators to increase student

outcomes. One aspect of the course is the analysis of performance

problems and recommendations needed to assist the employee and

organization to achieve organizational goals and to manage change. An integral part of managing human capital is to ensure all

stakeholders have positive, highly functional self-efficacy.

EDU 7304 - Navigating and Mapping Change through Data Analysis: Beyond Data (What Now?) (3)

This course will provide candidates the tools necessary to analyze

and build upon the influences and influencers that make a difference for students and their learning. The focus will identify

ways to build school cultures focused on using data collaboratively

to drive decisions, to implement strategic plans, to monitor

progress and to facilitate and sustain change.

EDU 7305 - Toolkit for Low Performing Schools (3)

Since there is no set of strategies that when applied will lead each

school from low performing to excellence, the candidates in this course will develop and exhibit the skills, structures, and leadership

strategies needed to create and sustain effective leadership

environments and enhance instructional excellence. Each candidate

will become adept in the selection and implementation of research-

based tools to determine the appropriate strategies for their

particular school situation.

EDU 7306 - Instructional Strategies for Closing the Achievement Gap (3)

This course prepares specialists to provide training for all teachers in models for teaching and learning, formative assessment tools

and data processes to determine remediation and accelerated

learning strategies for all learners. Candidates insure that instructional strategies are fully aligned both vertically and

horizontally with the adopted standards. The budgeting process is

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explored at the local school level. Candidates communicate a

compelling case and a sense of urgency to address chronic

achievement deficits. The TEAM teacher evaluation model will be

taught and practiced. This course will focus on research to increase instructional time in core areas, quick and intensive support for

struggling students, and instructional strategy choices appropriate

to the students being served.

EDU 7307 - Distributive Leadership for Building Capacity and Program Sustainability (3)

This course combines the tenets of transformational leadership, situational and servant leadership, and capacity building within an

organization with a focus on program sustainability. Research has

shown that any sustainable change must be implemented in an

organization's culture and must be owned by members of that

organization in order to be maintained after the funds are depleted

and the change agent has left the building. Therefore, this course will explore in detail the three Cs: Communication, Collaboration, and

Change with effective methods for implementation. Case studies

with essential tools for potential specialists in organizations will be

a focal point of the course. Strategic planning, policy development,

understanding of existing policies, procedures, and legal

requirements are competencies essential for any specialist. Knowledge of existing governing bodies with political implications

and an ability to quickly assess situations in failing organizations

will also be examined in this course.

EDU 7401 - Current Research in Action (3)

This course introduces the educational specialist candidate to the principles of educational and applied research. Empirical research,

both qualitative and quantitative, will be explored. Emphasis will be placed on establishing a researched-based project applicable to a

specific school setting. Processes will include identification of an

area of need through data analysis, development of major research

questions, and identification of appropriate strategies, methods and

design for an inquiry-based study. This course establishes the

student’s basic understanding of educational and applied research while creating a broad based skillset of best practices in problem-

solving within the environment.

EDU 7402 - Educational Research Development I (2)

This second research course is designed to assist and support Ed.S. candidates at Trevecca Nazarene University as they move toward

implementation and completion of their selected action research

project, the capstone of the Ed.S. experience. This educational research project is a substantial research endeavor focused on

results-driven school improvement. Educational Research

Development I begins with a systematic in-depth review of the

literature for their identified project. Candidates will also develop

appropriate methodology and initiate the implementation phase of

their plan as well as analysis of qualitative and quantitative research and achieving individual and group competencies.

EDU 7403 - Capstone Colloquium (2)

The fourth research course is designed to assist and support Ed.S candidates at Trevecca as they move toward completion of their

selected applied research project, the capstone of the Ed.S.

experience. This educational research project is the conclusion of

their research endeavor focused on results-driven school

improvement. Candidates will complete the analysis of qualitative

and quantitative research and achieving individual and group

competencies. Candidates will present their research project

findings to a juried panel.

EDU 7404 - Educational Research Development II (1)

This third research course is designed to assist and support Ed.S. candidates at Trevecca Nazarene University as they move toward

implementation and completion of their selected action research

project, the capstone of the Ed.S. experience. This educational

research project is a substantial research endeavor focused on

results-driven school improvement. Educational Research

Development II continues the final phase of implementation of the action research project started in Current Research in Action

and continued in Educational Research Development I with a

systematic in-depth review of the literature for their identified

project. Candidates will implement the appropriate methodology

and continue the implementation phase of their plan as well as

begin analysis of qualitative and quantitative research and achieving individual and group competencies.

EDU 7420 - Field Experience I for Accountable Leaders (1)

This field experience is conducted during the first semester of the Specialist in Accountability and Instructional Leadership

(SAIL) program. Specifically, candidates are expected to clearly

demonstrate an understanding of leadership styles and facilitation

skills for meeting the needs of all student groups, and be able to advocate, nurture, and sustain a school culture and instructional

program conductive to student learning and staff professional

growth. They will master skills and attributes that can be used to

develop the kinds of relationships that must exist between and

among individuals functioning in a social system. Candidates will

develop a plan to involve a diverse population of parents and community members in the education of Pre K-12 children. The

analysis of case studies will inform approaches which can be used

to set high expectations for all students and lead to school

improvement/effectiveness. Candidates will analyze a set of data

provided to them at the elementary, middle, or high school level

and build a school improvement plan from this analysis of data. Candidates will begin their research for their major school project

while developing a knowledge concerning both qualitative and

quantitative research designs.

EDU 7425 - Field Experience II for Accountable Leaders (1)

This second field experience is conducted during the second

semester of the SAIL program. Candidates will develop and exhibit

the skills, structures, and leadership strategies needed to create and sustain effective leadership environments and enhance

instructional excellence. Furthermore, candidates are expected to

identify ways to build school cultures focused on using data

collaboratively to drive decisions, to implement strategic plans, to

monitor progress and to facilitate and sustain change. Skills will be

taught to enable candidates to analyze data from all aspects of the school (i.e. culture, climate, instructional practices, learning

strategies, demographics, test scores).

EDU 7430 - Field Experience III for Acountable Leaders (1)

This field experience is conducted during the third semester of the program. Specifically, candidates are expected to develop a

thorough understanding of the change process, analysis of data,

implications from data analysis, instructional improvement, and the

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involvement of all stakeholders in the school improvement

planning process. Furthermore, the course includes responding to

diversity for the improvement of instruction, for increased student

learning, and for a positive school climate, specifically in these areas: ethnicity/race, socioeconomic, gender exceptionalities,

language, and religion, in urban/suburban/rural settings. Effective

use of human resources is examined in the areas of recruitment,

hiring, induction, and retention. Individualized, well-executed

professional development is viewed as a necessary component of

retention and growth for exceptional teachers.

EDU 7435 - Field Experience IV for Accountable Leaders (1)

Field Experience IV is conducted during the fourth and final semester of the program. Distributed leadership will be studied as a

necessary component of building a strong culture of shared

decision making and accountability for the academic, social, and

emotional development of all children. Candidates will focus on

the principles, strategies, and techniques utilized to enhance student learning and close achievement gaps through in-depth data

analysis and interpretation for all aspects of the school

organization. Professional Learning Communities (PLCs) will be

explored as a tool to encourage teacher leaders and for the

advancement of academic achievement for all students. Parental

involvement in the decision making process will be encouraged. Areas of interest will include: student learning, effective teaching,

connecting students and community resources, and analyzing

problems other than academic related. Observation of and

interaction with school leader(s) are required. The Capstone

Colloquium featuring each candidate's action research project

conducted over the preceding three semesters will be presented to

a juried panel. This project involves material learned and

assignments experienced throughout the coursework and the

guided action research completed in LEA schools.

ESL - ENGLISH SECOND LANGUAGE

ESL 6000 - Language Acquisition and Learning (3)

Explores the accepted theories of language learning and acquisition. The distinction is made between learning and

acquisition as it relates to efficient language application and use.

Distinctions are also made between communicative language

learning and academic language learning and the instructional supports required for each. This is an applied theory course with

significant reading and which provides a theoretical framework for

the remainder of the coursework in this major. Understanding how

language is learned and acquired is fundamental to language

instruction. The importance of socialization in the target language

with transitional supports in the mother tongue is also explored.

ESL 6010 - Trends, Models, and Methods in Instruction (3)

Examines the currently used models of ESL instruction from a variety of school boards and regions. These models are examined

in light of language learning theory. Models of integration,

inclusion, and other models of differentiated instruction are

examined and students are expected to not only understand the

differences but to also understand the implications for effective language learning. Cross listed as EDU 4215.

ESL 6020 - Authentic Language Curriculum Design (3)

Considers the principles of curriculum design as they relate to language learning within an authentic learning environment. Rather

than creating inaccurate learning environments with controlled

language input, this course explores the efficiency of maximizing comprehensible input in order to produce comprehensible output.

Contextualization of language application and use are central to

this course and candidates will be expected to design actual

curriculum units within an authentic language context. Integrated

approaches to grammar, vocabulary, pronunciation, and writing are

examined and used by candidates to design their own authentic language course.

ESL 6030 - Culture (3)

Focuses on the relationship between culture and language, both oral and written, and examines the importance of identifying key

cultural traits of ESL students' home culture for instructional

scaffolding. Affirmation of home culture as well as multicultural

issues such as integration, acculturation, and assimilation are examined as they pertain to ESL teaching and learning. This is a

research course.

ESL 6040 - Methods of Assessment and Evaluation for ESL (3)

Language proficiency assessment for placing is not the same as

evaluation of language demonstration and use. This course examines the differences between the two and combines methods

with outcomes evaluation. Assessment for "placement" is

compared with evaluation of outcomes. Placement is also

examined in light of authentic language learning within a school

setting. Candidates are expected to understand the various

methods as well as produce samples of assessment and evaluation strategies. Cross listed as EDU 4225.

ESL 6050 - Technology and Language Learning (3)

Examines the importance of instructional scaffolding for ESL students and looks at how new technology can facilitate this

approach. Candidates experience various methods using new

technology such as the Internet for instruction and various forms

of distance education for language learners. This course provides access to new software, online resources, and synchronous and

asynchronous methods in technology mediation. Language practice

through mixed media input is demonstrated as well as the role of

rote practice for pronunciation.

ESL 6055 - Linguistics for Teachers of English Secondary Language (3)

A descriptive linguistics course which focuses on understanding phonologic, syntactic, semantic, and pragmatic aspects of language

as they apply to an understanding of any ESL student's native

language. Language transfer issues for ESL students are examined

in both the oral and written domains to provide appropriate

instructional scaffolding. The course also considers the significance of sociolinguistic and psycholinguistic aspects of language learning.

This is a research course.

ESL 6060 - ESL Field Experience (1)

Candidates will complete at least 30 clock hours in ESL classrooms. The field experience will include both PreK-6 and 7-12

settings. Candidates will observe, assist, tutor, teach, and apply

what they have learned from relevant courses. Appropriately

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supervised teaching experience of at least one semester in a PreK-

12 ESL classroom may be substituted for the field experience.

ESL 6600 - E-Portfolio (0)

The e-portfolio, a web-based electronic tool provided to candidates

at the beginning of the program, is considered a work in progress throughout the graduate program. This web-based electronic tool

provides the candidate powerful resources for reflecting,

synthesizing, and evaluating course experiences during the duration

of the program. Candidates are provided a course syllabus and

framework for completing the e-portfolio. This e-portfolio will be

presented during the final semester of the program and is required for graduation. A pass/fail grading system will be used.

FIN - FINANCE

FIN 3085 - Foundations of Managerial Finance (3)

An introduction to the basics of business finance. Topics include breakeven analysis, leverage, short-term financial management,

time value of money, cost of capital, capital budgeting, capital

structure, bonds, preferred stock, and common stock. These topics

will be covered from an introductory viewpoint and will give

students the required foundation necessary to successfully

complete an advanced course in this area.

Prerequisite: ACT 3080 Foundations of Financial Accounting or

equivalent.

FIN 6213 - Strategic Finance (3)

Integrates many of the financial concepts that managers need to

understand. These concepts include capital budgeting, break-even

analysis, working capital management, financial instrument

valuation, cost of capital, and the risk and return trade-off.

Emphasis will be on the application of concepts and techniques in

the analysis of cases.

Prerequisite: FIN 3085 Foundations of Managerial Finance or

equivalent.

HLT - HEALTHCARE ADMINISTRATION

HLT 6000 - Healthcare Policy and Systems (3)

Provides an overview of the influence of current healthcare

delivery issues as well as provider and government issues that influence the delivery of healthcare. The design and structure of

the delivery systems are discussed as well as the results of current

turmoil in the healthcare delivery system. International and U.S.

Healthcare issues including the influences of the overall system of

delivery of healthcare, the roles of government, the private sector

and the trends in consumer and advocacy group interests in the healthcare delivery process.

HLT 6200 - Legal and Regulatory Issues in Healthcare (3)

The delivery of healthcare has been influenced by the legal issues surrounding the delivery, security, and research associated with the

patient / provider relationship. The legal influences on the

corporate healthcare environment will be presented. Discussions of

the influences on the delivery process and policy will be reviewed, including, but not limited to, the Emergency Medical Treatment

and Active Labor Act (EMTALA), Health Insurance Portability

and Accountability Act of 1996 (HIPAA), and the Sarbanes-Oxley

Act of 2002 (SOX).

HLT 6400 - Quality Healthcare Management (3)

Outcome based healthcare delivery and case management have

been topics of discussion for some time, and the influence on delivery and reimbursement will continue to impact the healthcare

environment. Topics include the quality of care and the

influencers, such as staff shortages, educational shortcomings and

technology velocity, and their influence on healthcare delivery.

Patient safety and patient satisfaction will be presented through

current data on the topic and the results of quality initiatives such as the Healthcare-focused Baldrige award and audit process. The

influences of the organizational efficiencies on healthcare delivery

and the opposing healthcare delivery process on organizational

efficiencies will be reviewed and discussed.

HLT 6600 - Healthcare Strategy (3)

The delivery of healthcare in the U.S. has been influenced and

changed significantly through the legislative process at the federal, state and local levels. The strategic planning of healthcare delivery

has been significantly altered by these changes. This course will

present and discuss the strategies available to address the changing

landscape of healthcare delivery through the use and study of

healthcare issues and how they will influence the future of

healthcare delivery. Case studies will be a major portion of this course to determine how others have approached the policies in

the past and how they have been impacted by the choices made.

IDT - INSTRUCTIONAL DESIGN

IDT 5000 - Instructional Design (3)

Course is an introduction to the instructional design process with a focus on developing instructional goals, objectives and assessment

outcomes. Learners will investigate the various elements that

should be considered in the design process such as: needs

assessment, common instructional problems, learner

characteristics, task analysis, content sequencing, instructional strategies, instructional delivery, evaluation instruments,

instructional resources (media selection), formative evaluation, and

summative evaluation.

IDT 5010 - Copyright Laws for Online Learning and Development (3)

Course will teach the basics of copyright laws, fair use guidelines, and ADA compliance regulations relevant to the design process.

Learners will investigate the idea of intellectual property as it

applies to businesses and organizations. The goal is to provide

learners with a practical framework for analyzing copyright issues

that they encounter in their professional work. This course will use

real life examples—some of them quite complex—to help learners get used to the systematic analysis of copyright problems in course

design. This course is intentionally a step toward bridging the gulf

that is often perceived between desirable educational practice and

legal permissible activities.

IDT 5020 - Issues in Instructional Design and Technology Integration (3)

Course is designed to examine how technology can facilitate

instructional practices. Students will explore instructional software,

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online resources, and synchronous and asynchronous methods in

technology mediation. Learners will study variables that affect

adult learning, techniques for stimulating and sustaining student

motivation, and how to reinforce learning to a global audience.

IDT 5030 - Emerging Trends in Instructional Technology and Simulations (3)

Course involves the exploration of games and simulations. This includes the evaluation, design, and infusion of games and

simulations in instructional settings. Students will create a process

for using multimedia and visual basic applications for developing instructional materials, presentations, and games.

IDT 5100 - Computer Based Instruction & Design for Learning (3)

Course provides an application of instructional design principles for the creation of computer-based instruction; emphasis on use of

authoring and scripting systems to create instructional software.

IDT 5110 - Project Management in Instructional Design and Technology Integration (3)

Course examines the project management phase of the instructional design process. Learners will develop a plan and work

in teams to complete “real world” projects that will include a

template for design of a specific environment.

IDT 5120 - Ethics and Culture Models for Learning Design (3)

Course provides an opportunity to apply various learning principles into practice in online design. Students have an

opportunity to investigate their faith in which learning design takes

place, considering the interplay between content experts or subject matter experts and design methodology.

IDT 5130 - Interactive and Digital Tools for Learning (3)

Course focuses on the design and development of various forms of interactive instructional media to support learning. This course will

provide experiences in investigating, designing, developing and

integrating a variety of interactive instructional media and mobile

devices.

IDT 5200 - Evaluation and Assessment Strategy (3)

Course will focus on the effective course/program evaluation and assessment methods, theories, and applications in instructional

design and technology.

IDT 5210 - Instructional Design Capstone (3)

Course will demonstrate the mastery of content through a practicum or significant project adapted to the professional

requirements of instructional design. After a thorough process of feedback and revision, students are required to present their final

ePortfolios or build a course to showcase their work and

demonstrate achievement of program competencies.

ITI - INFORMATION TECHNOLOGY

ITI 5073 - Management Information Systems (3)

Emphasizes computer systems technology and is designed to enable the learner to understand the field from a managerial

perspective. Existing and emerging technologies will be reviewed

to provide an awareness of technology capabilities from the

managerial perspective. Topics to be covered include information

systems planning, systems management, the systems development life cycle (SDLC), project management (P.M.), change

management, networking and telecommunication concepts. Other

topics to be discussed are transaction processing systems (TPS),

decision support systems (DSS), executive information systems

(EIS), enterprise resource planning (ERP), and artificial

intelligence/expert systems AI/ES. Cases will be used to supplement the learning experience and to apply course principles

and concepts. Project management and systems analysis methods

will be thoroughly explored and applied in a learner-selected

project where the learner carries out the project planning and

implementation strategies/techniques to see the project to fruition.

ITI 6000 - IT Architecture (3)

Explores the discipline related to IT architecture and its basis. The key components of IT architecture are examined and considered in

light of the organization needs and processes, which include

application, security, data, and technology architectures.

ITI 6050 - Enterprise Computer Security and Forensics (3)

Explores design and development of a good enterprise computer security plan. Forensic techniques are given significant coverage so

that recovery of digital evidence, exploration of network and system intrusion, and gathering of documentation can be

conducted in a legal and ethical way.

ITI 6200 - Enterprise Database Systems (3)

Examines the fundamentals of database architecture, database management systems, and database systems in relation to the

management of organizational data. Components, methodologies,

and tools used to design and implement an enterprise database architecture are given significant coverage.

ITI 6260 - Data Warehousing and Mining (3)

Explores and uses the concepts, tools, and technologies associated with the design and implementation of enterprise data warehouses.

Tools and techniques used in data mining of business data will also

receive significant coverage.

ITI 6300 - IT Project Planning, Management and Financial Control (3)

Examines the key components of IT projects and it introduces the

student to a variety of project planning, management, and financial

control techniques that can be applied in an IT project context.

Within this context students will explore the management of scope,

time, cost and quality. The unique issues related to IT project management will also be discussed.

ITI 6330 - Enterprise Storage and Virtualization (3)

Explores Enterprise storage solutions, including network based and cloud storage techniques. In addition, students will explore

practical enterprise virtualization options with an exploration of

different tools and approaches to virtualization. Students will learn

what security consideration should be reviewed in both virtualization and enterprise storage as well as what information is

appropriate to store in various storage options.

ITI 6500 - IT Governance and Strategy (3)

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An introduction to managing IT as a resource that creates business value. Using cases and research, students will discover how to

determine what comprises a good IT investment portfolio.

Students will also be introduced to a variety of IT governance structures and will focus on the important components to be

considered when determining how one will govern an

organization's information technology needs and resources. Key

components to be considered include alignment of IT with the

business, responsibility and accountability in the use of resources,

consideration of risk and business continuance, and organizational compliance and performance.

ITI 6600 - IT Legal, Regulatory, and Ethical Environment (3)

Explores the many legal, ethical and regulatory issues that come with using information technology. Key topics will include

technology licensing and contracts, privacy, piracy, security,

confidentiality, intellectual property rights, and internet regulation.

ITI 6700 - Advanced Web Development (3)

The student will learn to use and integrate dynamic web content using both client side and server-based development technologies

such as HTML5, AJAX, .NET, PHP, or J2EE. Open source

content management tools, such as Joomla! and Drupal may also

be explored. Students will consider some of the modern web

development strategies and evaluate the advantages and

disadvantages of these strategies.

ITI 6800 - Current Trends in IT (3)

Reviews current IT trends and how modern Information Technology is being utilized and leveraged in today's enterprise

organization and small business. Students will explore current

research in the IT industry and gain and understanding of

advantages and disadvantages various IT decision have within the

organization.

MFC - MARRIAGE AND FAMILY

COUNSELING/THERAPY

MFC 5351 - Family Therapy (3)

Introduces the understanding and practicing of family therapy. Focus will be on developing both diagnostic and intervention skills

in regards to treating problems within the context of the family.

Special attention will be given to differentiating between various approaches within the purview of family systems theory.

MFC 5400 - Marital Therapy: Crisis Situations and Sexuality (3)

Designed to give attention to the special problems presented by (1) crisis situations and (2) sexuality. Regarding crisis presentations,

common marital presentations will be studied (abusive relationships, marital separation, infidelity, etc.) with attention

given to both recognition and appropriate intervention strategies.

Regarding sexuality, healthy and problematic areas of sexual

functioning will be studied with special attention given to

assessment and diagnostic skills for identifying sexual dysfunction

and correspondingly appropriate treatment regimens.

MFC 5457 - Internship in Marriage and Family Therapy I (3)

Provides supervised experience in the practice of marriage and

family therapy in an appropriate clinical setting (usually a mental

health center or community agency). Activities will include face-to-

face contact with individuals, couples, and families for the purpose

of assessment, diagnosis, and treatment. Students will spend a

minimum of 200 hours on site under appropriate supervision of which 80 of the 200 hours must be in direct client contact

(internship fee). Under certain circumstances internship may be

extended.*

MFC 5458 - Internship in Marriage and Family Therapy II (3)

To be taken in consecutive sequence with MFC 5457 "Internship in Marriage and Family Therapy I" and preferably at the same site,

the course provides a continued supervised experience in the practice of marriage and family therapy in an appropriate clinical

setting (usually a mental health center or community agency).

Activities will include face-to-face contact with individuals,

couples, and families for the purpose of assessment, diagnosis, and

treatment. Student will spend a minimum of 200 hours on site

under appropriate supervision of which 80 of the 200 hours must be in direct client contact (internship fee). Under certain

circumstances internship may be extended.*

MFC 5510 - Divorce and Divorce Adjustment (3)

A study of the contemporary family through the avenue of the divorce experience. The primary concern will be an understanding

of the cultural influences that fostered a rise in the divorce rate, the

changes that this phenomenon has precipitated in American society, the impact of divorce upon the entire family unit, and the

adjustments required for healthy family functioning.

Crosslisted as: CSL 5510.

MFC 5511 - Marital LifeCycle (3)

With the marital life-cycle as a structure, this course will examine the marital relationship as an interactive and changing system.

Particular attention will be given to the predictable challenges

presented to couples in the form of demands for adaptation, the

identified characteristics of marital health, and various changes experienced in both the institution of marriage and spousal roles

during the past few decades.

Crosslisted as: CSL 5511.

MFC 5512 - The Child in the Family System (3)

Designed to review theories and research in child development by identifying normal and anticipated behavior from birth through

adolescence within the family context. The ability to recognize

what constitutes deviations from the anticipated behavior will also

be identified with practical suggestions for intervention.

Crosslisted as: CSL 5512.

MFC 5530 - Professional Seminar: Ethical Standards (1)

A professional seminar with emphasis upon an examination of both the ethical guidelines and the legal responsibilities and

liabilities (family law) which are related to the practice of marriage

and family therapy.

MFC 5531 - Professional Seminar: Professional Identity (1)

A professional seminar with emphasis upon defining and establishing a professional identity as a marriage and family

therapist. Focus will include appropriate credentials, licensure, and

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involvement with professional organizations as a means of both

maintaining and fostering professional growth and development.

MFC 5532 - Professional Seminar: Professional Context (1)

A professional seminar with emphasis upon developing a

familiarization with clinical practice settings. The necessity of establishing and maintaining cooperative relationships with other

professionals will be explored, whether these professionals are

marriage and family therapists or from other helping professions.

MFC 5600 - Internship in Marriage and Family Therapy III (3)

Provides a supervised experience in the practice of marriage and family therapy in an appropriate clinical setting (usually a mental

health center or community agency). Activities will include face-to-

face contact with individuals, couples, and families for the purpose

of assessment, diagnosis, and treatment. Students will spend a

minimum of 200 hours on site under appropriate supervision of

which 80 of the 200 hours must be in direct client contact (internship fee). Under certain circumstances internship may be

extended.*

MFC 5700 - Marital Therapy I (3)

Students will be presented with a variety of systems therapy models specifically applied to the marital relationship. Students will

demonstrate the ability to conceptualize issues, develop treatment

plans, and intervene in couple relationships based on both an understanding of diverse theoretical orientations and equally

diverse couple problem presentations. This conceptualization will

flow from an understanding of theories including but not limited

to structural, trans-generational, attachment, and affect regulation

models. Cohesive therapy experiences will be shared, evaluated,

demonstrated, and practiced both in the classroom and in a practicum setting. Students will be expected to initiate a practicum

experience that will continue into the next course, MFC 5710

Marital Therapy II. All totaled the practicum for the two-course

marital therapy sequence will be 100 hours with 40 of the 100

hours being in direct client contact (group therapy, co-therapy,

client intakes, marital couple therapy, etc.).

MFC 5710 - Marital Therapy II (3)

A continuation of MFC 5700 Marital Therapy I. Students will be presented with additional systems therapy models specifically

applied to the marital relationship. The ability to conceptualize

issues, develop treatment plans, and intervene in couple

relationships based on both an understanding of diverse theoretical

orientations and equally diverse couple problem presentations will continue to be the focus. This conceptualization will flow from an

understanding of theories including but not limited to structural,

trans-generational, attachment, and affect regulation models. Skill

demonstration, in both classroom and practicum activities, will

continue culminating with each student demonstrating competency

in a chosen therapy model consistent with the goals and purposes of this program. By the end of this course the students will have

completed a 100 hour practicum (in association with the previous

course, MFC 5700 Marital Therapy I) of which 40 of the 100 hours

will have been in direct client contact (group therapy, co-therapy,

client intakes, marital couple therapy, etc.).

MKT - MARKETING

MKT 5093 - Marketing Management (3)

Focuses on the importance of modern organizations being market driven and globally competitive. It examines the role of the

marketing function and fundamentals, such as market

segmentation, targeting, product life cycle, new product planning,

distribution strategies, pricing, promotion, forecasting, market

analysis, and competitor analysis. Students conduct marketing audits of actual organizations.

MLI - LIBRARY AND INFORMATION SCIENCE

MLI 5000 - Professional and Ethical Issues (3)

Emphasizes the importance of commitment to personal and

professional growth, knowledge of a variety of cultural and

philosophical viewpoints, and provision of information and

materials to reflect this variety. Issues of censorship, standards for

information programs, and purposes for libraries are discussed.

MLI 5020 - Information Technologies II (3)

Studies advanced understanding of technological applications

including desk top publishing, media production, Boolean searching, and other library-related applications.

MLI 5030 - Knowledge Environment (3)

Effective communication with library users to provide guidance in selection and use of materials and electronic media is emphasized

in this course. Strategies for providing ideas and training to a

variety of library media users of library and media resources are

suggested. Create an organized, accessible environment that facilitates access and stimulates use of library resources and is

conducive to learning.

MLI 5040 - Fiction/NonFiction Resources for Children and Young Adults (3)

Knowledge of books, media, instructional materials, and electronic

resources appropriate for children, young adults, and adults are important aspects of this course.

MLI 5050 - Research Tools and Strategies (3)

Focuses on research skills and strategies, including evaluation and analysis of information with ability to convey to users.

Understanding of traditional and non-traditional research tools and

the ability to use technology for research and information retrieval

and to instruct users in the use of electronic resources will be emphasized. Knowledge of books, media, and instructional

materials appropriate for children, young adults, and adults are

explored.

MLI 5060 - Knowledge Management (3)

Candidates develop and implement short and long range goals for a library information program. Personnel management procedures,

development and administration of library information programs and processes, and management of instructional and administrative

computer applications are studied.

MLI 5070 - Knowledge Leadership (3)

Collaboration with users on curriculum and instructional design is

emphasized. Understanding of learning styles, student

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development, and strategies to meet the needs of diverse learners

are discussed. Candidates identify and select resources appropriate

to curriculum areas and to various client groups. The importance

of preparing one's self to become a life-long learner is included.

MLI 5080 - Collection Development and Organization (3)

Focuses on books, media, and instructional material appropriate for children, young adults, and adults. Candidates plan collection

development to accommodate the needs of users, evaluate both

internal holdings and external resources to select appropriate

resources, explore library classification systems and cataloging

resources, evaluate automation resources and systems, and gain knowledge of community and global resources.

MLI 5090 - Professional Practice (6)

Consists of work experience in library environments under the guidance of practicing professional library information specialists.

The course is to be taken by candidates who are licensed as

teachers or who do not seek licensure. 200 clock hours are required

by the State Department of Education.

MLI 5200 - Enhanced Student Teaching (6)

A full semester of clinical practice (student teaching) with placement in two libraries of differing grade levels. It is taken by

candidates seeking initial licensure as a school library information

specialist.

MLI 5600 - Exit Assessment/E-Portfolio (0)

The e-portfolio, a web-based electronic tool provided to candidates

at the beginning of the program, is considered a work in progress

throughout the graduate library program. This web-based

electronic tool provides the candidate powerful resources for

reflecting, synthesizing, and evaluating course experiences during

the duration of the program. Candidates are provided a course

syllabus and framework for completing the exit assessment/e-

portfolio. The culminating seminar for candidates will demonstrate learning. The seminar will include discussions, reflections, and

written evidence regarding library and literacy related topics. This

e-portfolio will be presented during the final semester of the

program and is required for graduation. A pass/fail grading system

will be used.

MOL - ORGANIZATIONAL LEADERSHIP

MOL 5015 - Personal Leadership Development (3)

Leadership begins with self-leadership. Learners will examine the process of leading from the inside-out (their core). Helpful

assessments and interactions such as the Myers-Briggs Type Indicator, leadership lectures and presentations, and professional

leadership consulting will guide students through the vital process

of core leadership development, which follows this ongoing

formula: Self-examination leads to self-awareness which leads to

self-regulation. The insights developed in this area serve as the

foundation for leading self and others.

MOL 5025 - Concepts of Organizational Leadership (3)

Provides an analysis of foundational theories and practices of organizational leadership. The focus of the course is fourfold: 1)

creating a clear path of professional leadership competency

development, 2) applying a theoretical and practical introduction to

organizations, 3) evaluating and applying a personal study of great

leaders, and 4) producing a synthesis of organizational leadership

through the lens of Servant Leadership. The student will

experience personal assessment, professional reflection, and project/team learning.

MOL 5105 - Organizational Culture and Change (3)

Examines the various factors that influence the culture of an organization and focuses on the importance of utilizing an

understanding of culture to build a well-performing organization.

The course also explores effective means by which to implement

change within organizations, both strategic and incremental.

MOL 5130 - Strategic Thinking (3)

Focuses on developing the capacity of organizational leaders for

strategic thinking. Topics include the conceptual frameworks of

strategic thinking as well as practical applications to personal,

professional, and organizational leadership. Strategic thinking will

be integrated with the broader fields of strategy, strategy making,

and strategic planning.

MOL 5150 - Conflict Management and Negotiation (3)

Assists learners in integrating the experiential and intellectual learning components of negotiation and conflict resolution.

Learners examine sources of conflict between supervisors and

subordinates, as well as between/among peers, with a focus on

methods of resolving such conflicts for the betterment of

individual, team, and organizational performance. Considerable emphasis will be placed on simulations, role-playing, and cases.

MOL 5160 - Human Resources, Ethics, and the Law (3)

Provides an overview of the strategic importance of effective human resource management within organizations. Key functions

such as HR planning, job analysis, recruitment, selection,

training/development, performance appraisal, compensation, and

labor relations are examined. Learners acquire a greater understanding of and appreciation for the impact of values, ethical

behavior, and diverse legal and regulatory requirements on the

shaping of leadership style, HR practice, and organizational

performance.

MOL 5170 - Financial Stewardship in Organizations (3)

Provides learners with financial interpretation skills necessary to

knowledgably read financial statements and understand how the results of leaders' decisions can impact their organizations' fiscal

performance. Topics include basic accounting concepts,

fundamentals of finance, budgetary concepts, project cost-benefit

analysis, and the general business environment, and how to assess

the financial well-being of an organization.

MOL 5180 - Cultivating Networks and Fundraising (3)

Invites learners to identify the role of the local, state, federal as well as international social service and mental health organizations and

agencies. Learners evaluate or create a communication medium for

corporate and community leaders and the appropriate audiences.

The elements of fundraising are examined, particularly for

nonprofit organizations.

MOL 5300 - Leading and Building Teams (3)

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Explores research, theories, and models of team performance, including the design and implementation of high-performance

leadership in organizations. Assessments, simulations, and case

studies are utilized by learners to gain further insight into personality styles, power and influence, trust-building, risk-taking,

communication styles, motivational strategies, and team dynamics.

MOL 5310 - Leading in Diverse Communities (3)

Examines the interactive impact of leaders on diverse communities. This course asks learners to identify the Christian

leadership needed in communities (local, regional, national and

international) and to explore the institutional influences of family, religion, education, government, and commerce.

MOL 5400 - The Leader as Change Agent (3)

Covers the context of change and potential barriers to organizational change efforts. Learners are introduced to a variety

of change interventions and best leadership practices to promote

employees' acceptance of and enthusiasm for change. As servant

leaders, learners recognize the need to consider the human side of institutional change. The leader as change agent is emphasized with

attention given to techniques for human resources, process, and

techno-structural and strategic interventions to facilitate

organizational transformations.

MOL 5800 - Special Topics in Leadership (3)

Learners will have an opportunity to explore a topic of particular

interest and develop a project or paper on the topic. The instructor must approve the topic and will monitor the learner's progress

toward the completion of the topic.

MOL 5900 - Strategic Planning for Servant Leaders (3)

A capstone course that surveys models and best practices for organizational strategic planning, including leaders' roles in the

planning process and in implementing the plan at various

operational levels. Various methods for analyzing and solving problems, as well as decision-making strategies, are examined for

utilization as change in organizations' operations becomes

necessary. Using the servant-leadership model, learners will discern

how to serve others while staying focused on achieving results in

line with the organization's values and integrity.

PAS - PHYSICIAN ASSISTANT

PAS 5010 - Medical Ethics (2)

This course is designed to help students develop a commitment to the implementation of ethical principles in their daily clinical

practice and clinical decision making.

PAS 5025 - Research Methods and Designs in Medicine (3)

Optimization of patient care in modern medicine is driven by the application of results from well-conducted research studies. This

course introduces physician assistant students to the basic

principles of experimental design in medicine. Students in this

course will learn how to properly analyze data using appropriate

statistical models, how to critically evaluate the validity of the results of clinical studies, and how to develop the best research

design for a particular question.

PAS 5030 - Introduction to the Physician Assistant (PA) Profession (2)

This course introduces physician assistant students to the historical

perspectives of the profession as well as the PA role in health care delivery, political and legal factors affecting PA practice, and inter-

professional issues.

PAS 5050 - Clinical Procedures (2)

This course develops skills in performing diagnostic and therapeutic procedures that a physician assistant will use in clinical

practice. Emphasis is placed on the indications, contra-indications,

and risks/side effects as well as technical proficiency.

PAS 5070 - Applied Anatomy (4)

This advanced course in human anatomy designed to relate

anatomical structures to function and clinical application. Lab

sessions with prosected cadavers are included.

PAS 5080 - Clinical Medicine I (8)

Designed to acquaint the student with the diagnostic process, these course present the etiology, pathophysiology, clinical findings,

laboratory findings, diagnostic criteria and current treatment of the more common diseases affecting the human organism.

PAS 5090 - Introduction to Psychiatry (3)

This is designed to provide students a basic understanding of human growth and development as it relates to psychosocial

aspects of the life span. Emphasis is given to common psychiatric

disorders, their diagnosis, treatment, and influence on the care of

clients during other medical disorders.

PAS 5100 - Medical Communications (2)

This course introduces physician assistant students to the techniques of medical interviewing and recording, and presentation

of clinical information. Aspects of patient education and

counseling are covered.

PAS 5125 - Laboratory Medicine I (2)

Prepares physician assistant students to obtain specimens for and

interpret results of selected clinical chemistry and microbiology studies. Emphasis is placed on learning normal values as well as

understanding the implications of abnormal results.

PAS 5126 - Laboratory Medicine II (2)

Prepares physician assistant students to obtain specimens for and

interpret results of selected clinical chemistry and microbiology

studies. Emphasis is placed on learning normal values as well as

understanding the implications of abnormal results.

PAS 5140 - Clinical Medicine II (8)

Designed to acquaint the student with the diagnostic process, these courses present the etiology, pathophysiology, clinical findings,

laboratory findings, diagnostic criteria and current treatment of the

more common diseases affecting the human organism.

PAS 5170 - Introduction to Surgery (3)

Designed to acquaint physician assistant students with the

knowledge and skills required to manage surgical diseases. Emphasis is placed on differentiating between surgical and non-

surgical conditions.

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PAS 5180 - Physical Assessment (4)

Designed to develop physical examination skills. Techniques are presented for performing physical assessment of all organ systems.

Physical exams are performed on a variety of patients under faculty

supervision.

PAS 5200 - Introduction to Pediatrics (3)

Prepares the physician assistant student to recognize and manage common clinical problems associated with the pediatric patient.

PAS 5230 - Introduction to Obstetrics and Gynecology (3)

This course prepares the physician assistant student to assess normal and abnormal clinical situations involving the female

genital tract, including pregnancy and delivery.

PAS 5240 - Clinical Medicine III (8)

This course is designed to acquaint the student with the diagnostic process. This course presents the etiology, pathophysiology, clinical

findings, laboratory findings, diagnostic criteria and current

treatment of the more common diseases affecting the human

organism.

PAS 5250 - Introduction to Emergency Medicine (3)

This course prepares the physician assistant student to diagnose

and manage medical and surgical emergencies due to illness or trauma. Advanced Cardiac Life Support (ACLS) training and

certification are included.

PAS 5260 - Clinical Practicum (1)

The student will be given the opportunity to integrate newly

acquired skills related to interviewing and physical assessment with

practical application and documentation.

PAS 5280 - Seminar: Research Methods and Design (1)

This course is designed to help physician assistant students develop their ability to formulate relevant clinical questions and to use the

medical literature to elucidate answers to those questions. Students

will improve their skill in making decisions about diagnostic and

therapeutic interventions based on evaluation of scientific

evidence. Students will reflect upon conclusions from clinical

studies and appropriately discuss their application to patient care.

PAS 5290 - Clinical Integration Skills I (2)

Facilitates integration of knowledge from basic science and clinical medicine-related courses, effective clinical diagnosis and decision

making. Student clinical decision-making skills will be developed

through critical thinking exercises requiring use of information

from all previous and concurrent courses in the Physician Assistant

Program (e.g. Clinical Medicine I-III, Laboratory Medicine I-II, Pharmacotherapeutics I-II, Physical Assessment). Clinical cases will

be presented and discussed with faculty facilitation.

PAS 5291 - Clinical Integration Skills II (2)

Facilitates integration of knowledge from basic science and clinical medicine-related courses, effective clinical diagnosis and decision

making. Student clinical decision-making skills will be developed

through critical thinking exercises requiring use of information from all previous and concurrent courses in the Physician Assistant

Program (e.g. Clinical Medicine I-III, Laboratory Medicine I-II,

Pharmacotherapeutics I-II, Physical Assessment). Clinical cases will

be presented and discussed with faculty facilitation.

PAS 5310 - Medical Physiology and Pathophysiology I (4)

A course series in advanced human physiology and

pathophysiology designed to promote the understanding of the complex medical sciences necessary for application to clinical

practice. Normal functioning and alterations in disease states will

be discussed for each organ system on the molecular, cellular,

organ, and system levels.

PAS 5315 - Medical Physiology and Pathophysiology II (4)

A course series in advanced human physiology and

pathophysiology designed to promote the understanding of the complex medical sciences necessary for application to clinical

practice. Normal functioning and alterations in disease states will

be discussed for each organ system on the molecular, cellular,

organ, and system levels.

PAS 5320 - Medical Physiology and Pathophysiology III (4)

A course series in advanced human physiology and

pathophysiology designed to promote the understanding of the complex medical sciences necessary for application to clinical

practice. Normal functioning and alterations in disease states will

be discussed for each organ system on the molecular, cellular,

organ, and system levels.

PAS 5340 - Clinical Pharmacotherapeutics I (3)

This course is designed to introduce PA students to concepts

related to Pharmacology, i.e., the properties, mechanisms of action

and effects of drugs. Content areas include the mechanisms of

basic chemical reactions in the body, external chemical regulation

of physiologic pathways and clinical interventions with biological

systems at the cellular level.

PAS 5345 - Clinical Pharmacotherapeutics II (4)

This course is designed to introduce PA students to concepts

related to Pharmacology, i.e., the properties, mechanisms of action and effects of drugs. Content areas include the mechanisms of

basic chemical reactions in the body, external chemical regulation

of physiologic pathways and clinical interventions with biological

systems at the cellular level.

PAS 5350 - Clinical Pharmacotherapeutics III (4)

This course is designed to introduce PA students to concepts

related to Pharmacology, i.e., the properties, mechanisms of action and effects of drugs. Content areas include the mechanisms of

basic chemical reactions in the body, external chemical regulation

of physiologic pathways and clinical interventions with biological

systems at the cellular level.

PAS 5400 - Introduction to EKG (1)

This course introduces physician assistant students to the

fundamentals of electrocardiography preparing them to discriminate between normal, variations of normal, and abnormal

EKG studies.

PAS 5410 - Clinical Radiology (2)

This course introduces physician assistant students to the fundamentals of clinical radiology preparing them to discriminate

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between normal, variations of normal, and abnormal radiographic

studies.

PAS 6010 - Family Medicine I (6)

This clinical practicum is designed for physician assistant students

to develop the ability to link basic medical science knowledge to clinical medicine, improve data collection, refine interpretive and

communication skills, and gain confidence in the performance of

essential examination techniques within the clinical setting.

PAS 6020 - Family Medicine II (6)

This clinical practicum is designed for physician assistant students to develop the ability to link basic medical science knowledge to

clinical medicine, improve data collection, refine interpretive and communication skills, and gain confidence in the performance of

essential examination techniques within the clinical setting.

PAS 6030 - Emergency Medicine (6)

This clinical practicum based in a hospital emergency room provides physician assistant students the opportunity to link basic

medical science knowledge to clinical medicine and develop the

skills necessary to recognize and manage patients presenting with trauma and or other life threatening/emergent problems.

PAS 6050 - Internal Medicine (6)

This clinical practicum provides physician assistant students the opportunity to link basic medical science knowledge to clinical

medicine and develop the skills necessary to evaluate and manage

patients with internal medicine problems.

PAS 6070 - Pediatrics (6)

This clinical practicum based in a pediatric office or clinic setting provides physician assistant students the opportunity to link basic

medical science knowledge to clinical medicine and develop the

skills necessary to evaluate and manage clinical problems associated

with pediatric patients.

PAS 6090 - Surgery (6)

This clinical practicum provides the physician assistant students the

opportunity to link basic medical science knowledge to clinical medicine and develop skills necessary to differentiate surgical from

non-surgical problems and appropriately manage or refer patients

presenting with surgical problems.

PAS 6110 - Behavioral and Mental Health (6)

This clinical practicum provides physician assistant students the opportunity to link basic medical science knowledge to clinical

medicine and develop the skills necessary to recognize and manage common mental health disorders.

PMI - PROJECT MANAGEMENT

PMI 6000 - Introduction to Project and Program Management (3)

Development of project scope, work breakdown structures, project planning and project budgets will be discussed and presented.

Project Management tools and techniques will also be introduced

to support the project development process. The Project Manager

must maintain a knowledge of the current systems and solutions available to ensure successful project/product delivery. In addition

to the waterfall techniques, the tools and processes that support

Agile, Lean and Six Sigma will be reviewed and presented. Detailed

discussions regarding the benefits and limitations of each technique

and the supporting tools will be of value to the participant when presented with making choices regarding the selection,

development and delivery of projects.

PMI 6200 - Project Schedule and Risk Management (3)

The development of the sequencing and timing of project components and the risks associated at every point within the

project must be understood and addressed. Recognition of the risk

and the influence of the costs associated with risk, the scope challenges presented by the risk, and the schedule complexity that

adds to and is influenced by risk must be understood by the

successful Project Manager. Quantitative and qualitative techniques

for risk management are components of Project Management, but

the ability to recognize the threat is perhaps more critical. Threats

can take the form of human, operational, procedural and technical threats or they may be political in nature. In any case, addressing

threats and risks associated with these threats must be a tool in the

Project Management arsenal.

PMI 6400 - Cost, Contract, and Procurement Management (3)

Many Project Managers are confused or sidetracked by the legalities of the cost management issues when utilizing contract or

outsourced providers for portions of project delivery. The

procurement process is often subjugated to the purchasing

group(s) within the organization. The responsibility for the project

cannot, however, be transferred to others. Therefore, the process

must be understood and managed by the successful Project Manager. Most projects have some contract and procurement

component that will influence the overall success of the project.

With competitive bidding, technology advancements, and federal

and state legal issues that influence the process of procurement, it

is important that the Project Manager be aware of and

knowledgeable in this aspect of the project process.

PMI 6600 - Advanced Project and Program Management (3)

In addition to the basics of project delivery management, tools and techniques that are available for the Project Manager relative to

project costs in terms of earned value, return on investment (ROI),

cost-benefit analysis and other techniques used for project and

selection and scheduling will be discussed in detail as they influence

the progress of the project/product delivery. Risk management and the strategic alignment of the project and delivery process are also

advanced topics that the successful Project Manager must be

capable of controlling and utilizing throughout the project

execution.

PRA - PASTORAL ARTS AND PREACHING

PRA 5201 - Spiritual Formation (3)

A study of the heritage, theology, and practices of Christian spiritual formation as means of grace from a Wesleyan perspective.

PRA 5210 - Church and Community (3)

An examination of the processes of forming a witnessing people

shaped by an outward journey of gospel engagement with their

unique context. The course will emphasize skill development in

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exegesis of the community and the church's interaction with that

community.

PRA 5220 - Formation of the Congregation (3)

An examination of ways in which a congregation is formed,

including formal education settings, informal or non-formal methods of training and discipleship, and the formation that

happens in the sharing of life through story, ritual, and

relationship.

PRA 5230 - The Congregation in Multicultural Context (3)

An examination of multicultural ministry in all its complexity which explores cultural dynamics, change theory, principles of

intercultural leadership and contextualization, and the strengths and weaknesses of various multicultural models for the

congregation.

PRA 5300 - Lifespan Development: The Foundation for Pastoral Care and Counseling (3)

Examination of the process of human development and that which

occurs both within the person and in response to the environment in which they are living. Emphasis upon pastoral guidance for

healthy lives and practical intervention in seasons of crisis.

PRA 5310 - Introduction to Pastoral Counseling Theory and Practice (3)

Examination of the foundations to the theory and process of

Pastoral counseling. This course will include both theory and practice.

PRA 5709 - Preaching the Old Testament (3)

A study of the most effective ways to preach specific genres, forms, and types of Old Testament texts to contemporary

Christian audiences.

PRA 5799 - Preaching the New Testament (3)

A study of the most effective ways to preach the various genres,

forms, and types of New Testament literature to contemporary Christian audiences.

PRA 5800 - Theology and Practice of Worship (3)

An exploration of the content, structures, and styles of worship from biblical, historical, theological, and cultural perspectives in

relationship to local contexts. Emphasis will be placed upon the

incorporation of the Christian calendar, worship practices,

congregational and contextual assessment, and community formation.

PRA 5916 - Youth, Culture, Ministry (3)

An exploration of the various cultural influences that influence contemporary youth (including adolescence) and youth ministry.

PRA 5932 - Leadership Skills and Conflict Management (3)

A study of leadership styles, personal leadership skills, and concepts of conflict management.

PRA 5940 - Homiletics (3)

A study of the varieties of effective homiletical styles and methods, including the theoretical basis, the theological underpinnings, and

an evaluation of working models of various kinds of sermons.

PRA 5941 - Principles of Communication in Ministry (3)

Examines the relationship of principles of communication to the practice of leadership and service in Christian ministry contexts.

This course will equip the student to analyze, interpret, critique,

and influence human communication in diverse forms: intrapersonal communication, small group transactions,

organizational communication, and mass communication.

PRA 5945 - Transformational Preaching (3)

A careful examination of the basic paradigms for effective preaching of the gospel in a post-modern culture with special

emphasis on transformational models and the varieties of

homiletical methods that can be utilized as means of change.

PRA 5949 - Biblical Preaching (3)

An intensive study of a particular biblical book as a preaching resource, with emphasis on the historical and theological

background of the book. The student will be exposed to a variety

of types of sermons that can be developed from selected passages

within the book.

PRA 5952 - Youth Ministry (3)

Preliminary course addressing the practice of youth ministry; includes both a theoretical introduction to youth and youth

ministry as well as a practical overview of the practice of

educational ministry with youth.

PRA 5953 - Issues in Associate Ministry (3)

An integrative course designed to interact with various contemporary issues within the discipline of associate and

Christian education ministries, including youth ministry, worship, and compassionate ministry. Attention will be given to the study of

practical theology, issues in multiple staff, and the development of

individual research with the student's particular area of interest

within Christian education.

PRA 5970 - Preaching: A Contemporary Introduction (3)

Designed to acquaint the student with homiletical theory especially

as it has been framed over the last decade. Attention will be given to the moves, framework, images, and language of contemporary

homiletical theory and how that relates to preaching in the twenty-

first century.

PRA 5971 - A History of Preaching (3)

Surveys the history of preaching in the Christian tradition from the

early church to the present. Special attention will be given to the

notable preachers, characteristic rhetorical styles, and general themes of preaching in the Early, Medieval, Reformation, Modern,

and Contemporary eras of Church history.

PRA 5972 - Preaching as an Interpretative Act (3)

Encourages participants to become aware of, acquire a fresh perspectives upon, and sharpen their interpretative practices of

both biblical text and the social realities in which our preaching is

embedded.

PRA 5973 - Preaching in the Postmodern World (3)

An examination of the postmodern milieu, considering the demands postmodernity makes upon preachers, the opportunities

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that it affords the preacher, and the practices that enable the

preacher to speak faithfully into this context.

PRA 5975 - Preaching and Imagination (3)

Focuses on the ways the preacher can utilize the imagination in the

service of proclaiming the gospel. Together we will discover how to approach the text with an imaginative eye (and ear) and how the

use of imagery can assist in the formation of both interesting and

compelling sermons.

PRA 5980 - Preaching as Testimony (3)

Examines an emerging field of homiletics called "testimonial homiletics." The benefits, effects, and distinctiveness of this model

will be evaluated with attention given to its usefulness as a paradigm for preaching in a postmodern, Wesleyan, evangelical

context.

PRA 6101 - Narrative Preaching (3)

Examines the narrative form of scripture and seeks to train preachers in the art of creating narrative-shaped sermons. Specific

skills to be taught include storytelling, narrative plot, and

congregational exegesis.

PRA 6250 - Preaching the Lectionary: Year A (3)

Focuses on the upcoming church year, attends to the biblical texts of the lectionary readings (Old Testament, Psalms, New

Testament, and Gospel), and explorse sermonic resources for the

particular seasons of the church in Year A.

PRA 6260 - Preaching the Lectionary: Year B (3)

Focuses on the upcoming church year, attends to the biblical texts

of the lectionary readings (Old Testament, Psalms, New Testament, and Gospel), and explores sermonic resources for the

particular seasons of the church in Year B.

PRA 6270 - Preaching the Lectionary: Year C (3)

Focuses on the upcoming church year, attends to the biblical texts of the lectionary readings (Old Testament, Psalms, New

Testament, and Gospel), and explores sermonic resources for the

particular seasons of the church in Year C.

PRA 6300 - Seminar in Practical Theology (3)

Designed to provide the opportunity for thorough study of selected areas or topics of practical theology.

PRA 6320 - Pastoral Counseling and Care for the Entire Family (3)

Exploration of opportunities to assist families both in preventive,

as well as, how to intervene in difficult times. This will include but is not limited to premarital counseling, marital counseling, family

spiritual planning, and family counseling using a systemic approach

to health and healing. This course will include both theory and

practice.

PRA 6330 - Pastoral Ministry to the Sick and Dying (3)

In light of the pastor's ministry in the context of sickness,

suffering, the process of dying, and death itself, an exploration of pastoral counseling and care for both the one who is suffering, as

well as family members. Practical application for dealing with

sickness, suffering, dying, death, and bereavement based upon the

unique practice of "crisis counseling." This course will include both

theory and practice.

PRA 6400 - Seminar in Preaching (3)

Designed to offer opportunity for special areas of interest in the

field of preaching to be treated.

PRA 6401 - Preaching as Pastoral Care (3)

Designed to link preaching ministry with pastoral care. Attention will be given to how preaching renders the grace of God to a

congregation such that pastoral care is accomplished. Some

attention will be given to how preaching joins other pastoral care

practices in order to provide a larger ministry to a congregation.

PRA 6402 - Preaching and Old Testament Narratives (3)

Define, discuss, and engage in study of Old Testament narrative for the sake of preaching.

PRA 6405 - Preaching the Message of Holiness from Old Testament Texts (3)

An examination of both the priestly and prophetic calls to holiness and the manner in which these voices might be preached in light of

contemporary homiletical theory and recent studies in imagination and preaching.

PRA 6406 - Preaching to Exiles (3)

An examination of the significance of Babylonian exile and the diverse texts written in the midst of this time, including

Deuteronomy, Jeremiah, Ezekiel, Isaiah 40-55, and Lamentations,

in light of the enduring significance that these texts have for

preaching in the contemporary setting.

PRA 6407 - Preaching Gospel Narratives (3)

Define, discuss, and engage in study of Gospel narrative for the sake of preaching.

PRA 6408 - Preaching the Epistles (3)

Define, discuss, and engage in study of the New Testament Epistles for the sake of preaching.

PRA 6409 - Preaching the Parables (3)

Define, discuss, and engage in study of Jesus' parables for the sake

of preaching.

PRA 6410 - Preaching Psalms and Wisdom (3)

This course will examine the nature, form, and themes of Old

Testament Psalms and Wisdom Literature and the preaching

possibilities of this literature for the church today.

PRA 6425 - Preaching and the Christian Year (3)

Focuses on the utilization of the revised common lectionary for preaching through a three-year cycle. Preaching the overarching

themes of Advent, Christmas, Lent, Easter, and Pentecost will be explored. The sermonic possibilities for "ordinary time" will also

be examined.

PRA 6500 - Prophet and Society: Communicating the Prophetic Message in Contemporary Culture (3)

An examination of the message of the eighth and seventh century

B.C. prophets in light of the political, economic, social, and

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religious milieu of their day and the manner in which that message

is communicated in the contemporary setting.

PSY - PSYCHOLOGY

PSY 5450 - Practicum in Counseling I (3)

Provides practical supervised experience in beginning counseling skills. It includes the development of relationship building skills,

fact-finding, and counseling experiences in a mental health setting.

150 hours. (practicum fee). Under certain circumstances practicum may be extended.*

PSY 5451 - Practicum in Counseling II (3)

As a continuation of Practicum in Counseling I, the course provides practical supervised experience in a mental health or

community agency. It includes the development of relationship

building and exploratory (fact-finding) skills as well as skills in

intervention and treatment planning. 150 hours. (practicum fee). Under certain circumstances practicum may be extended.*

PSY 5453 - Internship in Counseling I (3)

Provides 200 hours of supervised experience in a mental health or community agency setting. Completion of practicum is a

prerequisite. (internship fee).

PSY 5454 - Internship in Counseling II (3)

Provides 200 hours of supervised experience in a mental health or

community agency setting. Completion of practicum is a prerequisite. (internship fee).

PSY 7300 - Dissertation Proposal Development I (3)

Focuses on the development and facilitation of the initial stages of the dissertation process. However, a focus will be maintained

throughout this course on the entire dissertation project. Specific

emphasis will be placed on the logistics of the dissertation project,

including formulating a topic, the introduction, the review of literature, and methodology including appropriate statistical

analysis, as well as securing a dissertation chair and committee, and

preparation of the formal proposal defense. The students will be

introduced to a variety of dissertation options as well as strategies

for successful completion. The students will complete a draft of

the first chapters of their dissertation project.

Crosslisted as: CSL 7300.

PSY 7302 - Statistical Analysis in Clinical Practice (3)

An introduction to the use of statistics in psychology with emphasis on application to solving research related problems and

design of investigations related to areas of student and professional

interest.

Crosslisted as: CSL 7302.

PSY 7303 - Dissertation Research (6)

Planning and implementation of a doctoral dissertation including literature review, problem definition, hypothesis formation, design,

implementation of research project, data analysis, and report

writing. The final step requires the student to successfully defend the dissertation.

Crosslisted as: CSL 7303.

REL - GENERAL RELIGION

REL 5025 - Method and Research in Religion (3)

An introductory course to the graduate program in Religion focused upon the nature of graduate study and of this specific

program, the student’s calling, and the methodology and research

that will be employed by the student throughout the program.

REL 5500 - Thesis (3-6)

Upon petition to the Graduate Faculty in Religion, in lieu of the

research project and under the guidance of a faculty thesis director, independent research and writing in a specific area of the student’s

concentration of either Biblical and Theological Studies or

Christian Ministry

REL 5503 - Thesis Research Extension (0)

Must be taken by students who have registered for REL 5500-5501 and have not completed their thesis/research project within one

year. A $200 extension fee will be charged for the course, and a student may only resister for REL 5503 twice.

REL 5505 - Interdisciplinary Seminar in Religion (3)

A course designed to facilitate a topic, theme, or issue that requires an interdisciplinary scope.

REL 6100 - Research Project (3)

As the capstone course of the graduate program, under the direction of the research project instructor, independent research

of the student’s local ministry context or community in relationship to a specific subject within the student’s area of

concentration (Biblical and Theological Studies or Christian

Ministry).

THE - SYSTEMATIC

THEOLOGY/HISTORICAL THEOLOGY

THE 5100 - Survey of Christian History (3)

A survey of movements and issues in the history of Christianity and their implication for contemporary ministry.

THE 5200 - 20th Century Southern Religion (3)

An investigation of the history of the church in the American Southeast in the 20th Century. Special attention will be given to the

development of southern religious identity through revivalism,

holiness camp meetings, and the rise of the mega-church in the

southern urban areas in the late twentieth century.

THE 5700 - Christian Doctrine and the 21st Century Church (3)

An engagement of significant theological themes and doctrinal emphases in relationship to the 21st century context of the

Christian church. Special emphasis will be placed upon developing

the theological life of the minister and the theological literacy of congregations and communities within diverse contexts.

THE 5801 - Systematic Theology I (3)

A study of the nature, scope, and sources of theology; revelation; the doctrine of God; Christology.

THE 5802 - Systematic Theology II (3)

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A continuing study of Christology, anthropology, sin, salvation, the Holy Spirit, the Church, and eschatology.

THE 5812 - Doctrine of the Trinity (3)

A study of the fundamental Christian affirmation that God is

triune. Attention will be given to historical development of the doctrine of God, especially in its Latin and Greek formulations.

The course will look at various systematic intersections. (i.e.,

christology, ecclesiology, soteriology, pneumatology, etc.).

Particular attention will be given to recent discussions of the

Trinity in contemporary theology.

THE 5813 - Christology (3)

A study of the person, work, and nature of Jesus as the Christ, with emphasis on the historical development of the doctrine and the

implications for the rest of the theological enterprise.

THE 5814 - Pneumatology (3)

A study of the person, nature, and work of the Holy Spirit, with particular emphasis on that doctrine within the holiness

movement.

THE 5815 - Eschatology (3)

A study of the Christian doctrine of the "last things." Special attention will be given to understanding Christian eschatology in

terms of the apocalyptic expectation of the coming reign of God.

The course will consider the systematic intersections of various

doctrinal themes, such as death and resurrection, creation and new

creation, possibility and hope, advent and parousia, the final

judgment, etc.

THE 5818 - Ecclesiology (3)

A theological study of the doctrine, nature, and mission of the Church.

THE 5820 - Theology of Holiness (3)

A study of the biblical, historical, theological, and practical implications and applications of the doctrine of holiness.

THE 5821 - Theology of Atonement (3)

A study of the biblical and historical understandings of the atoning

work of Christ, with special emphasis on developing an understanding of atonement that is consistent with a Wesleyan

theology.

THE 5823 - Theology of Worship (3)

A biblical and historical examination of the nature and meaning of worship as it has developed through the centuries, with special

emphasis on developing a contemporary theology of worship.

THE 5830 - The Theology of John Wesley (3)

A study of the life, thought, and doctrinal commitments of John Wesley with special attention to the doctrine of perfection.

THE 5835 - John Wesley's Theological Forbearers (3)

An investigation into the sources of John Wesley's theology and thought with special attention given to the original source writings

that informed Wesley's bourgeoning theological idealisms

throughout his life and ministry.

THE 5840 - The Theology of John Wesley and His Theological Forbearers (3)

A study of the life, thought, and doctrinal commitments of John

Wesley as well as the original source writings that informed John Wesley’s theology. Special attention will be given to the doctrine of

Christian perfection.

THE 5871 - History of the Ancient and Medieval Church (3)

A survey of the major movements of the Christian Church from the New Testament through the end of the 15th Century A.D.

Doctrine, polity, church life and worship in each period will be

covered.

THE 5872 - History of the Reformation and Modern Church (3)

A survey of the major movements and figures of the Christian Church from the Reformation of the 16th Century A.D. to the

present. Doctrine, polity, church life and worship in each period

will be covered.

THE 5873 - History of the Church in North America (3)

A survey of the major movements and figures of the Christian Church in North America. Doctrine, polity, church life and

worship in each period will be covered.

THE 5874 - History of Holiness Theology (3)

A study of the historical development of the doctrine of holiness from biblical times to the present, with special emphasis upon the

Wesleyan understanding of Christian perfection and its subsequent development within the American Holiness Movement.

THE 5875 - History and Polity of the Church of the Nazarene (3)

The history of the Church of the Nazarene with special attention given to its organization and distinctive mission. The place of the

Church of the Nazarene in the history of the Christian Church in North America and its relation to the holiness movement and

other holiness churches will be covered. Non-Nazarenes may

petition for a special study in their own denominational history and

polity.

THE 5890 - Church, Society, and Christian Ethics (3)

An examination of the primary sources, methods, and practices

contributing to the ethical formation of congregations and leaders. Special attention will be given to developing Christian ethics in the

midst of diverse context within a global society. Students will

explore specific issues pertaining to their local context and

community (e.g., economics, immigration, poverty, environment,

health care, etc.).

THE 5900 - Theological and Historical Methods and Contextualization (3)

A study of theological and historical methods within the context of a local ministry assignment. Emphasis will be placed upon

exploring and writing local history, creating a ministry map of the

local ministry context, and carrying out architectural assessments in

the ministry setting.

THE 6000 - Seminar in Theology (3)

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Designed to provide the opportunity for thorough study of selected topics in theology or particular theologians.

THE 6100 - Seminar in Philosophical Theology (3)

A study of a special topic or an influential philosopher.

THE 6150 - Medieval Wisdom for the Modern Church (3)

An investigation into the contributions of medieval thinkers such as Gregory the Great, Thomas Aquinas, Peter Abelard, Julian of

Norwich, et. al. and their contribution to Christian thought as a

way of wisdom or "knowing and doing the faith" for the practice

of Christian thought in the following areas: Creation, Tradition,

Theology or fides quaerens intellectum--"faith seeking

understanding," Ethics or "faith formed by love," Monastics life and missions, Mysticism or "heart religion," Incarnation or the

embodied life of faith, and Death, i.e. the "art of dying well" (ars

morendi).

THE 6200 - Seminar in Historical Theology (3)

Designed to provide opportunity to study selected movements or developments within a selected era or area.

THE 6300 - Seminar in Contemporary Theology (3)

A study of particular theologians or selected movements within contemporary theology, from the early 20th century to the present.

TMA - TEACHING

TMA 5510 - Psychological Foundations of Learning (3)

Addresses developmental stages within the context of major

learning theories. The psychology of learning includes motivation,

humor, strategic learning, anchored instruction, mediated learning,

metacognition, brain research, classroom organization,

management, climate, and communication for effective teaching.

TMA 5520 - Assessment for Excellence (3)

Models of assessment are examined to determine measures of

student performance. These include authentic assessment, competency-based assessment, assessment instruments, and

assessment reports. Emphasis is given to accountability, data-

driven instruction, and current trends in assessment.

TMA 6400 - Secondary Course Design (3)

This course explores methods for designing courses for secondary students through non-traditional methods. Students learn and

practice how to design a course online, which includes setting up the course in an online platform, creating lessons and assignments,

providing feedback in a variety of modalities, assessing, and setting

up a gradebook. How to flip a classroom to get middle and high

school students more involved in their own learning is another

method that is examined. Emphasis is placed on students’ chosen

content areas as they create lessons, assignments for each course design.

TMA 6410 - Math Lab (1)

This lab is designed to assist students in increasing their competence in elementary mathematics. The lab is an online

experience that students can work through at their own pace to

achieve mastery of each skill. All mathematical topics taught in

elementary schools are included, from place value and whole

number operations to data analysis, geometry, and integers. $90 fee

charged.

TMA 6500 - K6 Interdisciplinary Methods: Science and Social Studies (3)

Analyzes current trends in instructional strategies for K-6 students pertaining to Social Studies and Science. The constructivist

approach to teaching is emphasized, along with inquiry-based

learning and the guided discovery method. During the course,

students will identify the contributions of the six social science

areas; integrate the various elementary subjects; and align the national, state, and local curriculum standards in lesson planning

and instructional formation within the two subject areas. An

emphasis is placed on student participation in lessons, higher-order

thinking, visual and performing arts, technology, language arts,

inquiry-based models, authentic assessment, and project based

learning. The course also requires involvement with the professional community through various experiences.

TMA 6510 - Classroom Organization and Management for Educators in Diverse Settings (K-5) (3)

Provides a proactive program of classroom management that has demonstrated increases in student appropriate and on-task

behavior and in student achievement. The primary goal is to help teachers improve their overall instructional and behavioral

management skills through planning, implementing, modeling, and

maintaining effective classroom practices for both experienced and

beginning teachers.

TMA 6511 - Classroom Organization and Management for Educators in Diverse Settings (6-12) (3)

Provides a proactive program of classroom management that has demonstrated increases in student appropriate and on-task

behavior and in student achievement. The primary goal is to help

teachers improve their overall instructional and behavioral

management skills through planning, implementing, modeling, and

maintaining effective classroom practices for both experienced and beginning teachers.

TMA 6603 - Curriculum and Technological Design I (3)

This introductory course examines national, state, and local curriculum standards. Through the use of technology, candidates

will create standard-based lesson plans. Candidates will also be

introduced to LiveText and various organizational technological

methods to facilitate organizational and planning skills.

TMA 6604 - Curriculum and Technological Design I (3)

This introductory course examines national, state, and local curriculum standards. Through the use of technology, students will

create standard-based lesson plans. Students will also be introduced

to LiveText and various organizational technological methods to

facilitate organizational and planning skills.

TMA 6606 - Curriculum and Technological Design II (3)

This course examines national, state, and local curriculum standards. Through the use of technology, students will create

standard-based lesson plans. Students will also use LiveText and

various organizational technological methods to facilitate

organizational and planning skills.

TMA 6610 - K-6 Reading (3)

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This course is a survey of research and theory in reading education with a focus on research-based instructional practice. Diagnostic,

corrective methods are included. Alternative strategies for special

needs students in the regular classroom are examined. Writing skills are also addressed. Hands-on experiences will be a part of

this course. Meeting the reading/literacy needs of students with

special needs, including English language learners, will be

addressed. This course is also designed to acquaint the prospective

teacher with various approaches to the teaching of reading in

grades kindergarten through six. Included is an overview of areas pertaining to research and theory in reading education with a focus

on research-based instructional practice. Emphasis is placed on

best practices in reading including strategies relating to methods

and techniques, alternative strategies, resources, use of technology,

special learners, and evaluation of reading.

TMA 6620 - K-6 Science Education (3)

Focuses on current trends, strategies, and materials for teaching science in grades K-6. The constructivist approach to teaching

science is emphasized, along with inquiry-based learning and the

guided discovery method.

TMA 6625 - Reading and Writing in the Content Area (3)

Addresses teaching reading and writing in the various subject areas at the secondary level. It stresses skills of vocabulary building,

comprehension, and writing as well as skills and methods of motivating students to read and write. Classroom observation and

analysis in a secondary school is required.

TMA 6630 - K-6 Math (3)

Focuses on current trends, strategies, and materials for teaching mathematics in grades K-6. This constructivist approach to

teaching math is emphasized, along with hands-on learning and

conceptual understanding of math concepts. A field experience in a K-6 setting is required.

TMA 6635 - Methods and Tools for Secondary Teachers (3)

Focuses on materials, methods, and skills needed to effectively teach at the secondary level. A variety of instructional tools,

including significant use of technology, is included.

TMA 6640 - K-6 Social Studies Education (2)

An interdisciplinary approach to social studies instruction is

presented identifying the contributions of the six social science areas; integrating the various elementary subjects; and aligning the

national, state, and local curriculum standards in lesson planning

and instructional formation. The course analyzes current trends in

instructional strategies to accommodate differing learning styles,

abilities, and interests and apply learning theories and principles of

child development to instructional planning that includes long and short-range goals appropriate for students. Methods to assist the

learning of social studies by students with special needs, including

English language learners, are included. An emphasis is placed on

student participation in lessons, higher-order thinking, visual and

performing arts, technology, language arts, inquiry based models,

authentic assessment, and project based learning. The course also requires involvement with the professional community through

various experiences.

TMA 6650 - Student Teaching and Seminar K-6 (6)

The candidate must have taken and passed all Praxis tests required by the State Department of Education for licensure prior to

enrolling in clinical practice (student teaching). Clinical Practice

(student teaching) includes a 15-week, semester-long professional practice experience in two diverse school settings at different grade

levels and a seminar component for processing the application of

knowledge and the analysis of teaching skills, lesson and unit

planning, classroom management, and other professional issues.

Successful completion of the seminar is required in order for the

candidate to receive a passing grade in clinical practice (student teaching).

TMA 6660–6664 - E-Portfolio Seminar (0)

Beginning with the first MAT course, the e-portfolio will be a work in progress for the duration of the program. The E-Portfolio

Seminar is designed for a candidate who has successfully

completed thirty hours of course work. This e-portfolio will serve

as the culminating activity and is required for graduation in the Master of Arts in Teaching program. A fee will be imposed to

cover the cost of Live Text web access and space. A Pass/Fail

grading system will be used.

TMA 6665 - Student Teaching and Seminar 7-12 (6)

The candidate must have taken and passed all Praxis tests required by the State Department of Education for licensure prior to

enrolling in clinical practice (student teaching). Clinical practice (student teaching) includes a 15-week, semester-long professional

practice experience in two diverse secondary school settings at

different grade levels and a seminar component for processing the

application of knowledge and the analysis of teaching skills, lesson

and unit planning, classroom management, and other professional

issues. Successful completion of the seminar is required in order for the candidate to receive a passing grade in clinical practice

(student teaching).

TMA 6670 - Urban Perspectives in Teaching and Learning (3)

Designed to provide an overview of the diverse educational needs,

challenges, opportunities, and rewards that teachers encounter as they seek to effectively meet the needs of learners in urban schools.

Candidates will explore the historical perspectives of public urban

education, and the characteristics of the urban child as well as

culturally relevant issues that impact the progress of teaching and

learning in an urban setting. Candidates will examine the impact of

poverty on children who may be deemed "at risk." This course will focus on equipping candidates with the competencies, principles,

tools, and instructional strategies to effectively create a positive

classroom environment that fosters student achievement.

TMA 6680 - Teaching the Exceptional Learner (3)

Designed to provide an overview and an awareness of issues and trends related to special education that will assist regular education

teachers in meeting the needs of all students in their classrooms, especially those who are at-risk or may have disabilities. General

characteristics and the educational impact of various disabilities

across age and severity will be explored. Information concerning

educational services and current research about students with

disabilities will be discussed. Students will actually explore a variety

of methods, strategies, and tools that will help them acquire the

instructional skills to identify, create interventions, participate in

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the special education process and make classroom

accommodations and/or modifications for students that may have

disabilities.

This course examines public school law and educational policy as they affect teachers' rights and legal responsibilities to students and

their families. Content will include an examination of students' legal rights and ethical parameters of teaching and common sense

practices to direct/inform the teacher. Content to build cultural

competency including but not limited to English learners, race and

ethnicity, and gender will be studied and applied. Applicable state,

federal, and case law affecting schools is reviewed from

organizational, historical, and professional dimensions.

TMA 6690 - Field Experience (0)

Once enrolled in the program, candidates will complete a sixty (60)

hour field experience applicable to the area of certification. This

hands-on course is designed to expose candidates to a variety of

experiences in the chosen field of study. Over a period of several

semesters, candidates work at their own pace with the assistance of

a mentor. Mentors meet and assess candidate progress each semester. Activities include observing, assisting, tutoring, and

teaching in the schools. All hours must be completed prior to the

clinical practice (student teaching). A pass/fall grading system will

be used.

TMA 6695 - Excellence in the Content Area (3)

This course analyzes current trends in instructional strategies for 7-

12 students. During the course, candidates will research a content area and align instructional strategies pertaining to that content

area to national, state, and local standards. Using research-based

instructional practices this course explores teaching secondary

subjects through hands-on experiences, student participation,

higher order thinking, visual and performing arts, technology,

inquiry-based models, authentic assessment, and project-based learning.

TMA 6710 - Alternative Licensure Seminar I (2)

A seminar designed to enhance the Tennessee State Department of Education's mandated mentoring program required for all

candidates who are serving as "Teacher of Record" on a

Transitional License. The curriculum will be "student driven" with

a wide variety of topics and themes to address the myriad of needs, issues, and challenges encountered by first and second year

teachers. The grading scale is S/U. A mentoring fee will be

assessed in addition to tuition costs.

TMA 6715 - Alternative Licensure Seminar II (1)

A seminar designed to enhance the Tennessee State Department of Education's mandated mentoring program required for all

candidates who are serving as "Teacher of Record" on a Transitional License. The curriculum will be "student driven" with

a wide variety of topics and themes to address the myriad of needs,

issues, and challenges encountered by first and second year

teachers. The grading scale is S/U. A mentoring fee will be

assessed in addition to tuition costs.

VIS - VISUAL IMPAIRMENTS SPECIAL

EDUCATION

VIS 6010 - Special Education and Visual Impairments (3)

Provides fundamentals of physical, cognitive, perceptual, and

psychological development of individuals with varying exceptionalities with a focus on individuals with visual impairments

and multiple exceptionalities. Includes a focus on research-based

theories, relevant laws and policies, diverse and historical points of

view, and issues in special education.

VIS 6015 - Braille Reading and Writing (3)

Provides fundamentals in reading and writing Braille and using a

Braille writer. Methodologies in teaching, reading, and writing

Braille will be a focus. Includes a component of teaching Braille

within the content areas. There will be a focus on developing

strategies for teaching pre-Braille tactile readiness and higher level

techniques of Braille reading and writing.

VIS 6025 - Braille Basics (1)

Provides an introduction to Braille and using a Braille writer.

Candidates will gain basic knowledge of Braille, basic methods of using a Braille writer, and gain beginning concepts to reading and

writing Braille.

VIS 6030 - Advanced Braille (3)

Provides advanced skills in reading and writing Braille using a Braille writer and slate and stylus as well as methodology for

teaching Braille reading and writing. Includes a focus on teaching

and using Braille within content areas.

VIS 6040 - Field Experience I (0)

Provides a supervised experience working with individuals who are visually impaired, PreK-age 21. Candidates will complete a total of

30 hours to include classroom experience in mathematics, reading,

and Braille classes at Tennessee School for the Blind; 6 hours with

an Itinerant teacher; and an overnight experience at Tennessee

School for the Blind. Completed concurrently with EDU 6080. Grade of S/U.

VIS 6045 - Anatomy and Issues of Visual Learning (3)

Provides an understanding of the physical structures of the eyes and their functions. Includes an understanding of the pathologies

that affect the visual system and how they impact the functioning

of an individual. A focus will include understanding visual

assessments and interpretation of clinical reports.

VIS 6055 - Field Experience II (0)

Provides a supervised experience working with individuals who are visually impaired, PreK- age 21. Candidates will complete a total of

30 hours to include classroom experience in science, social

studies/history, and Braille classes at Tennessee School for the

Blind; 6 hours with an Itinerant teacher; and an overnight

experience at Tennessee School for the Blind. Completed concurrently with EDU 6085. Grade of S/U.

VIS 6060 - Expanded Core Curriculum (3)

Provides an understanding that students with visual impairments require a curriculum beyond content standards to meet

independent and functional living goals. Candidates will gain

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understanding and practical experience with orientation, mobility,

and specialized supports. Instruction will include increasing self-

awareness, self-management, self-control, self-reliance, and self-

advocacy of students with visual impairments and multiple exceptionalities in the home, community, and school. In addition, a

focus will include awareness, acceptance, and appreciation for

students with visual impairments and multiple exceptionalities in

the home, community, and school.

VIS 6065 - Nemeth Code (3)

Focuses on Nemeth Code to study mathematics and other content

areas that include mathematics such as science, geography, and others.

VIS 6070 - Assessment for Visual Impairments (3)

Examines and explores the unique educational needs of individuals with visual impairments with a focus on individuals with multiple

exceptionalities. Candidates will explore and use various techniques

for assessment individuals in a full array of educational and

community settings. Included is the planning of an education program for students with visual impairments.

VIS 6090 - Exit Assessment (0)

Presentation of portfolio.

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INDEX

$name 44

(1) Undergraduate Degree 78

(2) International Students 78

(3) Letter of Recommendation 78

2016-2017 Graduate Catalog 3

A Word From the President 7

Academic Counseling 79

Academic Grievance Policy for Classes in Process 19

Academic Honesty 28

Academic Load 19, 84

Academic Policies 18, 41

Academic Services 31

Academic Standing and Probation/Suspension 84

Academic Student Responsibilities 21

Academic Student Rights 21

Academic Suspension Policy 82

Accreditation 10

ACT - Accounting 90

Admission 81, 84

Admission of International Students 60

Admission Policies and Procedures 40

Admission Procedures and Policies 78

Admission Status 78

Admissions 16

Admissions (Master's Degrees) 46

Admissions Committee 84

Admissions Policies and Process 16

Admissions Process 16

Advising 18

Agreed Statement of Belief 9

Alcohol 29

Alumni Association 31

Appeal Procedure 84

Applicant Requirements 59

Application Process 51

Attendance 18, 28

Benefits for Veterans 27

BIB - Biblical Theology/Biblical Studies 90

Books and Materials 25

Bookstore 31

BUS - Business 92

Business

Skinner School of Business and Technology ............................ 13

Cafeteria/The HUB/The CUBE 31

Campus Buildings 11

Campus Events 31

Campus Security and Emergency Alert Systems 31

Candidacy for the Doctoral Degree 85

Career Services 31

Cellular Phone Usage 28

Center for Leadership, Calling, and Service 31

Change of Grade 19

CIT - Computer Information Technology 93

Class Cancellation 28

Clinical Mental Health Counseling Master of Arts 50

Conditional Admission 41, 81

Counseling

Graduate Counseling ..................................................................... 14

Counseling Services 31

Course and Instructor Evaluation and Assessment 85

Courses 90

Credentials 60

CSE - Christian School Educator 93

CSL - Counseling 94

Dissertation Advising 84

Dress Code 29

Drugs 29

ECO - Economics 98

Ed.D.

Leadership and Professional Practice ......................................... 83

Ed.D. Academic Program 85

ED.D. Administration and Faculty 87

Ed.D. Program Information 84

Ed.S.

Specialist in Accountability and Instructional Leadership ...... 74

EDD - Leadership and Professional Practice 98

EDU - Education 100

Education

School of Education ...................................................................... 14

Emergency Alert System 28

ESL - English Second Language 106

Faculty 56

FERPA 21

FERPA Act 21

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FIN - Finance 107

Final Grade Appeal Policy and Procedures 20

Financial Aid Policy 26

Financial Services 25, 66

Firearms, Fireworks, Smoke Bombs, Fire Alarms, and Fire

Extinguishers 29

General Academic Policies 51

General Academic Requirements (Master's Degrees) 47

General Information 7

Grading System 42, 61, 82

Grading System–Doctoral Program 85

Grading System–Master’s Program 68

Graduate Business Faculty 45

Graduate Business Program 39

Graduate Certificates 44

Graduate Counseling Academic Program 46

Graduate Counseling Program 46

Graduate Education Program 64

Graduate Leadership Program 81

Graduate Physician Assistant Program 58

Graduate Physician Assistant Program Faculty 62

Graduate Programs of Study 13

Graduate Religion Faculty 80

Graduate Religion Program 78

Graduate Studies 46

Graduation Application 19

Graduation Requirements 41, 68, 83, 85

History 9

HLT - Healthcare Administration 107

Housing 32

How to Apply 60

Identity Fraud 21

IDs 32

IDT - Instructional Design 107

Immunization Information 17

Inclement Weather Policy 28

Incompletes 19

Information Technology Services 33

Institutional Educational Goals 11

Institutional Operational Goals (Values Statement) 11

Intellectual Property Rights Policy 21

Interdisciplinary Programs 89

International Students 17

Interview Committee 51

ITI - Information Technology 108

Leadership

School of Graduate and Continuing Studies ............................. 15

Leadership and Cultural Change Certificate 83

Library 32

Location 9

M.A. in Religion Degree Requirements 79

Master of Arts

Religion Program ............................................................................ 79

Master of Arts in Teaching 68

Master of Arts in Teaching 6-12 69

Master of Arts in Teaching K-5 69

Master of Education

Curriculum and Instruction for Chistian School Educators K-12 ................................................................................................... 71

Curriculum and Instruction K-12 ................................................ 70

Educational Leadership K-12 ....................................................... 71

English Second Language PreK-12 ............................................. 74

Visual Impairments Special Education ....................................... 73

Master of Library and Information Science PreK-12 72

Master of Marriage and Family Counseling/Therapy 50

Master of Organizational Leadership 81

Master's Programs 46

MFC - Marriage and Family Counseling/Therapy 109

Misrepresentation Policy 10

Mission 7

Mission Statement 78

Mission Statement of the Graduate Counseling Program 46

Mission Statement of the Graduate Physician Assistant Program MSM-PA 58

MKT - Marketing 110

MLI - Library and Information Science 110

MOL - Organizational Leadership 111

MOL Academic Program 83

MOL Administration and Faculty 86

MOL Program Information 81

MSM/MBA Admission Requirements 40

Nondiscrimination Policy 10

Obscene Language and Literature 29

Other Institutional Policies 11

Parking for On-Campus Programs 32

PAS - Physician Assistant 112

Payment 25

Ph.D. Clinical Counseling

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Teaching and Supervision ............................................................ 50

Ph.D. Curriculum 56

Physician Assistant

Graduate Physician Assistant ....................................................... 15

Physician Assistant Program Curriculum 61

Physician Assistant Program Goals 58

PMI - Project Management 114

Policies 16

Policies for Research Involving Human Subjects 24

PRA - Pastoral Arts and Preaching 114

Privacy 21

Probation Policy 41, 81

Professional Performance 28

Program Contacts 35

Program Evaluation and Assessment 68

Program Information 78

Program Policies for Master's Degrees 65

PSY - Psychology 117

Purpose 8

Refund Policy for 6-week and 12-week Courses 26

Refund Policy for Graduate Courses Meeting 12 Times/Semester 26

Refund Policy for the Physician Assistant Program 26

REL - General Religion 117

Religion

Millard Reed School of Theology and Christian Ministry ...... 15

Removal from Financial Aid 26

Rights and Responsibilities 21

Satisfactory Academic Progress (SAP) for Financial Aid 26

School of Graduate and Continuing Studies 32

Second Master's Degree 16

Services for Students with Disabilities 32

Sexual Ethics 30

Sexual Harassment 29

Site Map 123

Sources of Information 33

Spiritual Formation 33

Statement of Purpose of the Graduate Counseling Program46

Statement of Purpose of the Graduate Physician Assistant Program 58

Student Consumer Information Sources 13

Student Learning Outcomes 46, 58, 78

Suspension Policy 41

Teaching Faculty (Full-time to the University) 77

Technical Standards 58

Technology Usage 83

THE - Systematic Theology/Historical Theology 117

The Master of Business Administration (MBA) Program 43

The Master of Science

Instructional Design & Technology Program ........................... 89

Management (MSM) Program ...................................................... 42

The Nature of Graduate Study 13

The Physician Assistant Program 58

The School of Education 64

The Skinner School of Business and Technology 40

Thesis/Research Project 79

Time Limitations 19

TMA - Teaching 119

Tobacco 29

Transcript Evaluation 16

Transcripts 33

Transfer Credit/Transient Work 16

Trevecca Nazarene University 7

Tuition and Fees 41, 83, 85

University Academic Calendar 2016-2017 4

University Services 31

Vehicles 33

VIS - Visual Impairments Special Education 121

Vision 8

Who We Are 9

Withdrawal 19

Withdrawal from Courses 42, 82

Withdrawal from Programs 42, 82

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